COMMON GROUND
E NG L I S H
IN THE
W O R K P L AC E
TRAINING MANUAL
Acknowledgements
Douglas Parsons and Paul Holmes,
the Common Ground project team, would like
to express appreciation to:
The Centre for Excellence in Intercultural Education
(NorQuest College) for lending their individual
skills, ideas, and support throughout the various
development stages of the project: Karen Berg, Todd
Odgers, Cheryl Whitelaw, Darcy McDonald, Erin Waugh,
Jaimy Miller, Jake Evans, Sarah Apedaile, Kim Kearns,
Holly Stanisky, Kerry Louw and Val Palladino;
Carolyn Dieleman for her labour market insights
and project support (as Manager, Language Training
Programs for Alberta Employment and Immigration);
Anna DeLuca, Dean of Language Training and
Adult Literacy for NorQuest College, for her useful
suggestions and insight into the future of the
Common Ground project;
Deanna Kiss, Sandy McIntosh, Carol Oczkowska,
Bill Thompson, Jeremy Derksen and
Backstreet Communications for their editing and
formatting of the project;
Andrea Kaiser for illustrating the idioms in this guide;
Nick Croken for photography;
Karen Hammond, Julie Salembier, Doug Gregory,
Berniece Gowan, Carolyn Kent, Lorene Anderson, Sherry
McCall, Kara Chwaklinski, Tom Jiry, Judy Bortnik, Leah
Poetzsch, Jaret Meade, and Violet Poon for providing
valuable feedback to the content;
The staff and employees of Supreme International,
Sepallo Foods, The Little Potato Company, and the
Days Inn for piloting Common Ground at their sites.
Special acknowledgements
The Centre for Excellence in Intercultural Education
(NorQuest College) would like to express its
appreciation to Alberta Employment and Immigration
for its support throughout this project and for its
ongoing commitment to enhancing workplace language
development programs in Alberta.
Contents
Modules ................................................................... 5
EWP Guide ........................................................................5
Module One ............................................................. 6
Module Two ............................................................ 10
Safety: Injury and Accident Reporting ............................ 10
Pronunciation Clarity: Speed .......................................... 12
Intercultural Awareness: What is Culture?....................... 14
Idioms: An accident waiting to happen.......................... 16
Conversation How-To: How to Correctly
Interrupt a Conversation .............................................. 18
Module Three ..........................................................20
Safety: Safety and Hazards at Work ...............................20
Pronunciation Clarity: Pause ...........................................22
Intercultural Awareness: Culture Shock ..........................24
Idioms: Race against the clock.......................................26
Conversation How-To: How to Make a Request .............28
Module Four............................................................30
Safety: Personal Protective Equipment (PPE).................30
Pronunciation Clarity: Multi-Syllable Words....................32
Intercultural Awareness: The Concept of Time ...............34
Idioms: Time is money ...................................................36
Conversation How-To: How to Clarify
Instructions or Directions .............................................38
Module Five ............................................................40
There are individuals in every field who are trailblazers
– those who bring the imagined into reality. The Centre
for Excellence in Intercultural Education was fortunate
to be associated with a true trailblazer in the field
of ESL and the delivery of ESL to the rural centres of
Alberta. Dawn Seabrook-DeVargas championed for the
resource you have in your hands. Thank you Dawn, for
everything – you are greatly missed!
Safety: Fire Safety in the Workplace...............................40
Pronunciation Clarity: Sentence Stress ...........................42
Intercultural Awareness: Understanding Small Talk ........44
Idioms: Add fuel to the fire ............................................46
Conversation How-To: How to Make an
Apology or Excuse........................................................48
NorQuest College has made every effort to obtain copyright
permission. Please bring any omissions to our attention at the
following address: Centre for Innovation and Development, 10215
108 Street, Edmonton, AB T5J 1L6.
Module Six ..............................................................50
Copyright © 2010, NorQuest College and its licensors
You are free to share and adapt this work for noncommercial
purposes. Users are required to attribute the work to NorQuest
College Centre for Excellence in Intercultural Education when
sharing or adapting it for noncommercial purposes. Users must
seek permission from NorQuest College when using or adapting
this work for commercial purposes.
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| Common Ground |
Safety: WHMIS and MSDS ..............................................50
Pronunciation Clarity:
Conciseness versus Digression and Wordiness ...........52
Intercultural Awareness:
Direct vs. Indirect Communication ...............................54
Idioms: Play safe or tread carefully................................56
Conversation How-To:
How to Make a Suggestion ..................................58
Module Seven .................................................. 60
Safety: Emergency Response
in Your Workplace ................................................60
Pronunciation Clarity: Interjections ........................62
Intercultural Awareness:
Unwritten Rules of Behaviour .................................64
Idioms: Out on a limb ............................................66
Conversation How-To:
How to Ask For and Give an Opinion .....................68
Module Eight ................................................... 70
Safety: Electrical Safety ..........................................70
Pronunciation Clarity: Stop Consonants .................72
Intercultural Awareness:
Possible Conflict in Communication ....................74
Idioms: Pick up the pace ........................................76
Conversation How-To:
How to Agree and Disagree .................................78
Module Nine .................................................... 80
Safety: Working in Confined Spaces.......................80
Pronunciation Clarity:
Volume and Enunciation ......................................82
Intercultural Awareness: Hierarchy..........................84
Idioms: Rushed off our feet ..................................86
Conversation How-To: How to Complain ................88
Module Ten ...................................................... 90
Safety: Employer and Employee
Responsibilities for Health and Safety.................90
Pronunciation Clarity:
Talking on the Telephone .....................................92
Intercultural Awareness: Multicultural Teams .........94
Idioms: Playing with Fire ........................................96
Conversation How-To:
How to Deal with Conflict .......................................98
Extra Vocabulary Games ................................. 100
Work-Specific Vocabulary................................ 103
Food Processing ............................................. 105
Module Two .......................................................... 105
Module Three ........................................................ 106
Module Four .......................................................... 106
Module
Module
Module
Module
Module
Module
Five .......................................................... 107
Six ............................................................ 107
Seven ....................................................... 108
Eight......................................................... 108
Nine.......................................................... 109
Ten ........................................................... 109
Food Service ................................................... 110
Module Two ...........................................................110
Module Three ......................................................... 111
Module Four ........................................................... 111
Module Five ...........................................................112
Module Six .............................................................112
Module Seven ........................................................113
Module Eight..........................................................113
Module Nine...........................................................114
Module Ten ............................................................115
Hospitality and Tourism .................................. 115
Module Two ...........................................................115
Module Three .........................................................116
Module Four ...........................................................117
Module Five ...........................................................117
Module Six .............................................................118
Module Seven ........................................................119
Module Eight..........................................................119
Module Nine.......................................................... 120
Module Ten ............................................................121
Manufacturing ................................................. 122
Module Two .......................................................... 122
Module Three ........................................................ 123
Module Four .......................................................... 123
Module Five .......................................................... 124
Module Six ............................................................ 124
Module Seven ....................................................... 125
Module Eight......................................................... 125
Module Nine.......................................................... 126
Module Ten ........................................................... 126
Idioms ............................................................. 127
Glossary .......................................................... 136
Reading List .................................................... 139
| English in the Workplace | Training Manual |
3
The Centre for Excellence in Intercultural Education
Excellence through innovative
intercultural solutions
Our mission
The NorQuest College Centre
for Excellence in Intercultural
Education transforms
communities and organizations
through customized, innovative
and practical intercultural
training grounded in evidencebased research. We achieve
this by building strong
collaborative partnerships with
our clients and stakeholders.
Our vision
We are regionally and
nationally recognized as a
leader in integrated intercultural
solutions for the community
and the workplace.
4
| Common Ground |
Our values
Our values guide the
development and growth of
the Centre and align closely
with the business model
principles of NorQuest College.
Leading
We are responsive to emerging
trends and current realities,
and generate fresh approaches
and opportunities for our
clients and stakeholders.
Transformative
Our innovative approach
integrates intercultural and
language training to build
community and organizational
capacity through changed
behaviour and expanded
world views.
Practical
We generate realistic solutions
and perspectives that improve
the effectiveness and quality of
our clients’ professional
and social lives.
Evidence-based
Our approach produces
outcomes through the
integration of applied research
and customized training.
Sustainable
We offer solutions that last
by building community and
corporate capacity.
Collaborative
Solutions are meaningful
to our clients and stakeholders,
and appropriate to their
specific situations.
MODULES
EWP Guide
General Learning Outcomes
In this course, the learner will:
• understand Canadian safety policy specific to the workplace
• practice pronunciation clarity for the workplace
• learn about working in a multicultural organization
• expand industry-specific and idiomatic vocabulary
Modules One through Ten
Safety
Pronunciation Clarity
Intercultural Awareness
Conversation How-To
Introduction
Introduction
Introduction
Introduction
Injury and Accident
Reporting
Speed
What is Culture?
How to Correctly Interrupt
a Conversation
Hazards at Work
Pause
What is Culture Shock?
How to Make a Request
Personal Protective
Equipment
Multi-Syllable Words
Concept of Time
How to Clarify Instructions
or Directions
Fire Safety
Sentence Stress
Understanding Small Talk
How to Make an Apology
or Excuse
WHMIS and MSDS
Conciseness vs.
Wordiness
Direct vs. Indirect
Communication
How to Make a Suggestion
Emergency Responses
Interjections
Unwritten Rules of
Behaviour
How to Ask For and Give
an Opinion
Electrical Safety
Stop Consonants
Possible Conflict in
Communication
How to Agree or Disagree
Working in a Confined
Space
Volume
Hierarchy
How to Complain
Employer and Employee
Responsibilities
Two-Minute Presentation
Multicultural Teams
How to Handle Conflict
| English in the Workplace | Training Manual |
5
MODULE ONE
Introduction
The first module is an introduction to the Common
Ground course. The layout for the Introduction module
differs from Modules 2 through 10 as your initial
class(es) serve to create a classroom environment that is
welcoming to all. Group work, pair work, and classroom
discussion are included in all modules. The first few
classes will allow you to create the learning rules you
hope to have perfected by the end of the instruction.
Take the time to know your students. Learn their
styles, their strengths and their challenges, and decide
how you can use this knowledge to create a positive
learning climate.
Allow time for praise and making sure the learners’
thoughts are valued while at the same time respecting
cultural boundaries and learners’ personal decisions.
Suggested Activities
Listed in the first module are a number of suggested
activities. These are but a few of the many icebreakers
you can use. The aim of the welcoming activities is
for you to get to know your students in a learning
environment, for the students to know more about each
other, and to create a welcoming atmosphere in the
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| Common Ground |
classroom. Icebreakers that are included in Module One
can be used to begin every class you teach in any of the
remaining modules.
Activity 1: Asking Questions (Group)
The purpose of this activity is to have the students
circulate around the room to ask each other everyday
questions. The students will gain information about their
classmates and you will witness which students actively
participate and which simply "go through the motions.”
It is a good idea to demonstrate the proper way of
asking questions. Questions should start with the basic
"Do you… ?” or "Have you… ?” beginning. Students will
write the name of the student they interviewed and that
person’s answer in the space provided on the sheet.
Example:
Have a pet?
Have children?
Own a car?
Like winter?
Whistle?
Gone skating?
Speak two languages?
Watch hockey?
Visited another province in Canada?
Enjoy listening to music?
Enjoy cooking?
Have a brother or sister?
Activity 2: Asking Questions (Pairs)
For this activity, pair the students. The students in each
pair will take turns asking each other questions. The
questions will allow the students to get to know each
other better while giving you the chance to circulate
around the classroom to witness their language levels.
Do some individuals have difficulty with certain words? Is
one person in the pair doing all the work?
Here are a few examples of questions:
What is your name?
Where do you live?
How long have you lived here?
What time is it?
What do you want to learn in this class?
What is the weather like today?
What do you like to do for fun?
Activity 3 – Brainstorming
As a class, or in small groups, the students will
brainstorm ideas concerning various topics. The purpose
of this activity is to establish what the learners know
about a topic and what additional information is needed.
It is important to stress when brainstorming that all ideas
are useful and will not be criticized. The words and/or
ideas are to be written on the board or on a flip chart
and can be reviewed by reading the words aloud while
practicing correct pronunciation. Topics are general in
nature and should be of interest to the employee
(food, weather, children).
Activity 4 – Cultural "Oops”
Guide the learners in the class in a discussion about
times when they made mistakes with language or made
social errors. In order to elicit conversation, the learners
will need to feel comfortable. If there is more than one
cultural group in your class, ask if a particular mistake
made in Canada would be considered a mistake in
another country. For example: In some cultures burping
after a meal is considered a sign to the cook that the food
was very good (a sign of respect); however, in Alberta,
burping is usually considered disgusting. Discussion of
these topics allows for listeners to learn similarities and
differences they have with others around them.
Activity 5 – Similarities and Differences
In small groups, have the learners say something that
makes them different from everyone in their group (for
example, the student may have three sisters). The group
must identify at least one difference per student for
everyone in their group. After completing this task, have
the same group decide in what ways everyone in the
group is the same.
As a larger discussion, ask the class if they found it more
difficult to come up with differences or similarities. Why?
Activity 6 – Guess the Letter – Guess the Word!
Write a message with vocabulary words missing (or,
for lower levels, remove only some letters from the
vocabulary words). Read the message together and have
the students guess the missing words. For lower levels,
write the alphabet across the top of the board and cross
off the letters as they are selected by the students (similar
to Wheel of Fortune).
After a few welcoming activities, the learners will be
more comfortable about what will be offered to them
in the Common Ground course. In this introductory
section you will be more formal in your delivery.
This is the time when you can:
Talk about how Common Ground came to be at the
worksite, the intended goals, where the students fit in
with the course and how this program will help support
them at the worksite.
Cover attendance expectations and the implications
for unjustified absences. As this is an English in the
Workplace program, attendance and absenteeism
should match the company’s rules regarding these
matters. Create an attendance sheet.
Briefly describe the topics that will be discussed and
the reasons why what they’re learning is important to
them and to the company.
Add any explanations you feel the learners require to
make the introduction of the Common Ground course
as complete as possible.
| English in the Workplace | Training Manual |
7
Classroom Rules
Lace Up
This is the time to set rules. You will have a few rules
that you feel are important; however, keep your own
list short and enforceable. The purpose of creating
a welcoming classroom is to have the learners be
involved in creating the atmosphere.
1
3
10
Separate students into small groups. With the use
of flip chart paper and felt pens, ask the students
to consider what rules they expect to abide by in the
classroom. Have one student per group write down
the answers.
9
4
5
8 Student #1 asks a question of
Next, have the students post their paper on the wall.
Students will circulate around the room to read what
others have decided are good classroom rules. Then,
read out loud the statements on the posters and put
a check mark beside the rules everyone agrees upon.
Some rules will be similar to each other… clarify with
the group if their intended meaning was the same.
Now is the time for you to bring up your own ideas
about the classroom suggestions. If the students
agree, add these ideas to the poster. Once the rules
of the classroom have been agreed upon, leave the
rules visible in the classroom. They can be referred
to if an issue comes up.
What do you do if a student is late for class?
Having a student late for class can greatly disrupt the
flow and timing of your lesson. Students should be
aware of what happens if they are late for class. There
may be consequences from a company standpoint
regarding this issue, so be sure to clarify with the
company if there are rules in place regarding lateness.
Icebreakers
It will be important to begin your classes with
icebreakers or instructions that establish a routine.
Students who are late for class should be able
to quickly understand what to do without your
having to repeat the explanation.
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| Common Ground |
2 One way to begin a class is called
a "Lace up". For this activity, line
students up in two rows opposite
each other. Weaker students should
be in the first few spaces. The
strongest students should be in the
last few spaces, with the average
students in the middle.
student #2. Student #2 answers
the question, then asks a question
7
6 of Student #3. This continues until
everyone has been asked a question
and has given a response.
Alternatively, you may want to begin the class with a
question-and-answer period in which students can ask
you questions. Or, the class can begin with students
sharing interesting stories about what has happened
to them recently. With this type of beginning you must
be sure to keep the discussion to a time limit. In
addition, you may find the same storytellers speaking
every week. It is essential that all students have the
opportunity to express themselves.
General Discussion
Questions/Prompts
For your first few classes you will need to gather
information about your students. The following is a
list of questions that can be asked of the whole class
or in separate groups. If you place the learners in a
group, have them offer each other suggestions and
then share with the rest of the class.
Why do you want to improve your English?
• What do you think is easy to say in English?
• What do you think is difficult to say in English?
• How long did it take you to learn your
first language?
• How long does it take for a Canadian-born
person to learn English?
The learners can answer true or false statements.
These statements can be used for discussion.
• If you speak English quickly, it means you
are an advanced communicator.
False
• All languages have words with more than
one syllable.
False
• If you master a second language you will
lose some of your first language.
False
• I use English in more than half of my daily
activities (including at home). Personal answer
• At least 50 per cent of the time,
I have to translate from my first
language into English.
Personal answer
There are a number of other activities (icebreakers)
that can be used during your first sessions with the
learners. On pages 100 to 102 of the Common Ground
English in the Workplace Training Manual are further
activity ideas that can be used throughout each
module. Be flexible, and do not be afraid to try new
ways of teaching!
Why are Journals useful in an EWP course?
Journals have a number of benefits for the learner and the facilitator. The benefits include:
Self Reflection
• quiet time
• reinforcement of key concepts
• paraphrasing
• summarizing
• pulling out relevant learning
• discipline for writing practice
• diagnosis aids and feedback for the teacher
• validation of thoughts and feelings
A journal should have a structure to it.
Use the following as a structure to the employee’s reflective journals:
• "Something I learned today was…”
• "Today I learned that”… (not how)”
• "Something I felt…”
• "Today I felt…”
• "Something I need to work on…"
• "Today I discovered I need to learn…"
• "I need to practice… "
Persistence is more important than intelligence. It is not a matter of IF, but WHEN.
How can I use journals in the class to benefit the employee’s learning?
| English in the Workplace | Training Manual |
9
FACILITATOR
MODULE TWO
Safety
Injury and Accident Reporting
The purpose of this exercise is to emphasize that
both the employer and the employee are responsible
for workplace safety. Some employees will come
from countries that do not have the formal rules and
regulations that are found in Alberta. It is important
to explain what to do if an injury or an accident takes
place at the worksite.
Suggested Activities or Questions to Ask
• Where do you go to receive help if there
is an injury or accident?
• Who do you talk to when you or someone
else needs help?
• What is safety?
• What is an accident? What is an incident? Discuss
the difference between an accident and an
incident at the worksite.
• If you were injured at work, how would your
life change?
• Have the employees complete the following
sentence: "Personal safety is important
because…”
Through the use of Safety at Work posters,
discuss the following safe work practices in a
"handson” setting:
• taking the time to do the job right
• following directions carefully
• wearing PPE (Personal Protective Equipment)
• reporting unsafe conditions to the supervisor
(If conditions are dangerous, the employee
has the right to refuse.)
• remembering to use safety features on machines
• asking questions for information or clarification
• keeping your workspace clean and tidy
Resources of Note
• Work Safe Alberta: http://employment.alberta.ca
• Workers’ Compensation Board: www.wcb.ab.ca
• Alberta Learning Information Service:
www.alis.gov.ab.ca
• www.worksafely.org
Booklets available online:
• Developing a First Aid Plan
• Safe Operating Procedures for Seismic Drilling
• Safe Work Permits
• Securing Pipe and Other Cargo on Vehicle
Additional facilitator resource:
www.alis.gov.ab.ca/pdf/cshop/xtremesafety.pdf
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| Common Ground |
LEARNER
Injury and Accident Reporting
It is very important to report accidents at work. Reporting an injury or an accident will save lives. You need
to tell the supervisor if there is a fire, accident or safety problem. Your company has a plan for fire, leaks,
and other safety problems in your workplace.
•
•
•
•
Report an accident, event or problem.
Tell the lead hand or the supervisor what is wrong.
Know the emergency plan!
Have your injuries treated as soon as possible (ASAP).
Fill out an accident form.
1.
What are the safety rules of your workplace?
2.
Have you ever had an accident at work? Have you ever seen an accident at work? What did you do?
| English in the Workplace | Training Manual |
11
FACILITATOR
Pronunciation Clarity
Speed
Speed is how fast you speak English. Although
English speakers may sound like fast speakers to a
second-language learner, they are usually slower than
you think. English sounds fast to second-language
learners because their listening skills need to become
better with time. Some people think that speaking
quickly makes their English sound better, but it often
has the opposite effect. The more control you have
over your how fast you talk, the better everyone
will understand you.
For the newcomer to Alberta, it is most important to
stress clarity, not proficiency. Many other languages
are spoken two or three times as fast as English.
Clarity can be described as "don’t complicate it if
you don’t need to.” The best way to communicate
with a Canadian is to take difficult ideas and make
them simple. It is not important to have the largest
vocabulary, but rather enough vocabulary to express
yourself clearly and in a simple manner. Speed can
hinder clarity, especially when the non-native speaker
speaks fast in order to "cover up” grammatical errors.
Emotions are a big part of speaking. We can read
emotions through a person’s body language or the
expressions on his/her face. Emotions affect speed.
Speaking can get faster or slower depending on the
emotions of the speaker.
Suggested Activities and Questions
1. Write one sentence on the board and have the
learners translate the sentence into their own
languages. Ask them to read the two sentences
out loud and point out to them how fast they
talk in their language. Also, you can demonstrate
how to speak with a soft or fast voice, as well as
the importance of pause. By doing this type of
exercise you are validating their own languages,
which creates buy-in for the class.
2. Have the learners sit back to back, pretending
to be talking on the telephone. In this exercise
you are not able to use facial expressions or
hand gestures to make your points come across.
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| Common Ground |
By slowing down, the learners will be able to
communicate with their partners. Have one person
do the talking about any appropriate subject.
While listening, the partner is not allowed to
interrupt or ask for clarification. Next, have the
partner repeat what he/she heard. This could be
an eyeopening exercise for those who believe
that talking quickly means credibility in the
English language.
3. Listening to taped radio broadcasts in the
classroom will bring forth the idea of speed
and clarity. Use a spoken clip from the CBC and
compare and contrast the language used with a
clip from a hard rock radio station. Listening to
brief clips of both will bring up ideas of speed and
clarity for the learner. The purpose of this exercise
is to show that speed does not equal proficiency.
Discuss the following questions with the class.
• When someone doesn’t understand you and you
have to repeat yourself, is it frustrating? Why?
• When you repeat yourself, do you slow down
your speaking?
• As a listener, do you have problems listening to
and understanding non-native speakers or native
speakers who speak too quickly?
LEARNER
Pronunciation Clarity – Speed
Speed is how fast you speak in English. But speaking fast in English does not mean your English is perfect!
People will not understand you if you speak too quickly.
English speakers may sound fast to you, but they speak slower than you think. Your listening skills will
become better with more practice and time.
It is important to slow down and say the entire word. It is not a race!
Practice
Workplace Words to Practise
| English in the Workplace | Training Manual |
13
FACILITATOR
Intercultural
Awareness
What is Culture?
To include intercultural education
as part of your English in the
workplace program, you will
need to begin with a common
understanding of the notion
of culture.
Culture is the different ways in
which groups of people act in
order to make a society. Culture
is the shared beliefs and values
of a group of people, our learned
way of doing things. It is what
we think, are taught, feel and do
in a given situation. For example,
Germans usually speak directly
about what they don’t like but
the Chinese often speak more
indirectly and do not always say
what they dislike with words –
they may use silence. This is not
always true about all Germans and
Chinese, so we call it a tendency.
These cultural facts cannot always
be true about every German or
Chinese person because there
are also differences between men
and women, older and younger
people, different personalities,
English skills and how people act
in different workplaces. No two
people are the same.
Culture shapes the way we see
the world. For example, a smile in
Japan does not always mean the
same thing in Russia or Canada.
When we interact with people
from our own culture, we are
aware of the "rules” that guide
standards for behaviour. However,
when we talk and work with
people who have been raised in a
14
| Common Ground |
different country, difficulties often
arise because we do not always
share the same standards. For
example, hard work is important
to all cultures, but is measured
differently by all.
Culture can be compared to an
iceberg. An iceberg has a visible
section above the waterline, and
a larger, invisible section below
the waterline. Culture has some
aspects that are observable (for
example: food, language and
holidays) and others that can
only be suspected or imagined
(for example: communication
style, teamwork expectations and
concept of time). Like an iceberg,
the part of culture that is visible
(observable behaviour) is only a
small part of a much bigger whole.
Our behaviour is a direct result of
what we believe in and value. My
behaviour makes sense to me, and
yours does to you and others in
your culture. Discussing similarities
and differences in culture is
important as it leads to mutual
respect between cultures.
For immigrants, understanding
Canadian workplace culture is a
huge responsibility. Discussing
topics like their cultural
understandings of time, hierarchy,
belonging to community and
verbal/non-verbal communication
is a good way to build trust. It
creates a way to talk about the
norms that are unique to your
Canadian workplace culture.
The learner page is designed
for the learners to compare and
contrast different aspects of their
culture to what they have found
here in Alberta. For some of the
learners, Canadian culture may
be very similar to what they have
experienced at home, whereas
other cultures will face dramatic
differences. From listening to their
answers, you will be able to follow
up on their ideas with further
questions allowing them to answer
with greater clarity.
Some further probing questions
would include:
• Where did you learn the rules
about gender and family
roles? How do your cultural
rules compare or contrast with
Canadian ideals or those of
your classmates?
• What part of Canadian culture
has been the easiest for you
to relate to?
• What are some aspects about
your culture that you feel
everyone should know about?
LEARNER
What is Culture?
Culture is the shared beliefs and values of a group of people. It is what we are taught from childhood. Culture
affects what we think, how we feel, and what we do in a situation. Culture shapes the way we see the world.
You may find that Canadians are very different from you, or you may feel Canadians are similar to you. Even
though your country may be very far away from here, there are many things you will find the same!
1.
What are the similarities between your workplace culture and Canadian workplace culture?
2.
What are the differences between your workplace culture and Canadian workplace culture?
| English in the Workplace | Training Manual |
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FACILITATOR
Idioms
On the following page you will find an idiom
illustration for "An accident waiting to happen”.
Enlarge the idiom illustration and use the drawing
to discuss language, context and the potential
hazards shown within the picture. The illustration
can be used to introduce vocabulary (workplace and
non-workplace) as well as story starters. It has the
sentence and definition written down on the learners’
handout. Have the students tell you if they have a
similar idiom in their language. Space is provided on
the learner handout for them to write their replies.
An accident waiting to happen
Sentence: Because of the speed at which workers
drive into the parking lot, there’s an accident
waiting to happen.
Definition: A dangerous situation in which an
accident is likely to occur.
After discussion and explanation of the
illustration, have the students write down
the meaning of more idioms they will encounter
at the worksite. Space is provided on their
handout to write out what the idiom means
in their own words.
The idioms below are a small sample of the many we
use every day. What are common idiomatic sayings
that are used at your worksite? Include these idioms
in your teachings in addition to (or to replace) what
is found here. The employees may not be able to
identify an idiom and may come back with slang or
nothing. Idioms are generally one of the last things
that ESL learners will be comfortable with and be
able to use – they are the hardest to understand
and produce. You may need to give a lot of guidance.
Don’t stick your neck out
Sentence: Don’t stick your neck out if you don’t
want to cause trouble!
Definition: Do not take a risk.
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Out of the blue
Sentence: The new job came out of the blue.
Definition: No one was expecting it.
Cost an arm and a leg
Sentence: The new equipment for the worksite
cost an arm and a leg.
Definition: Very expensive
A long face
Sentence: Why do you have such a long face?
Definition: Unhappy expression
Activity Suggestion
Assign one or two idioms for pairs or small groups
and have them decide on the meanings. After an
appropriate length of time, have each group present
their interpretation of the meaning.
LEARNER
Idioms
An accident waiting to happen
Sentence: "Look at the speed at which workers drive into the parking lot! There’s an accident
waiting to happen."
Definition: A dangerous situation where there is a good chance that an accident will happen.
Is there a similar saying in your own language?
Yes
☐ No ☐
What is it?
What words can you think of to describe what is happening in the picture?
Idiom:
Sentence:
Definition:
In your own language?
| English in the Workplace | Training Manual |
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FACILITATOR
Conversation How-To
How to Correctly
Interrupt a Conversation
If and how one chooses to interrupt a conversation
can be quite different from culture to culture. Learning
how to interrupt politely in the Alberta workplace
is vital for success. There may be employees at the
worksite who will "barge in” to a conversation at
inappropriate times or you may have employees who
will stand quietly to the side waiting to be invited
to take part in the conversation. This is cultural, and
these people have had previous success with this
method. To them this is the correct way.
Questions you may ask when you introduce
the topic include:
• What are some reasons for interrupting?
• When would it be appropriate to
interrupt someone?
• Do you know how to interrupt your
supervisor if you have a question?
• What are polite and impolite ways to
interrupt someone in your first language
or in your country?
• What do you think is an impolite interruption?
• How do you interrupt someone in Canada?
There are a number of different ways a person
can interrupt a conversation. Some phrases that
can be used are:
After the third party has interrupted the conversation
and received the information he or she needed,
the group can get back on topic by using the
following phrases:
"Now as I was saying…"
"Let’s get back to…"
"What were we talking about… ?”
It will be important to have the phrases for
interrupting posted in the classroom for everyone
to read. If there is time available, change roles
and scenarios.
Role-Playing
Separate your class into groups of three or four.
Assign situations and roles to the students in the
groups. Have two students begin a conversation,
then have another group member interrupt. Assign
the learners an appropriate length of time to create
their conversation and have the third group member
appropriately interrupt the conversation. If there is
time, have the students demonstrate their role play in
front of the class (if they are comfortable doing so).
Listed here are suggested scenarios. Modify and
adapt these scenarios to fit the company for which
the employees work.
A.
Two workers at the coffee machine are
discussing their past weekend activities.
You need to interrupt to get direction about
a job that is due within the hour.
B.
Your boss has his/her back to you and is
working. You need to interrupt him/her to get
clarification about some work due later in
the morning.
C.
A staff member is monopolizing the
discussion during a staff meeting. You want
to make a point by interrupting him/her.
"Sorry for interrupting, but..."
"I’m sorry but I don’t understand what you
are talking about.”
"Oh, before I forget…"
"I don’t mean to change the subject, but…"
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| Common Ground |
LEARNER
How to Correctly Interrupt a Conversation
There are some correct ways to interrupt two people when they are having a conversation. Remember to be
friendly with your voice. Do not make demands (demands means saying what you want in a rude way)!
Here are some phrases to use when you need to interrupt a conversation:
"Sorry for interrupting, but..."
"I’m sorry but I don’t understand what you are
talking about.”
"Oh, before I forget…"
"I don’t mean to change the subject, but…"
Role Play
You will be placed in groups of 3. Two people will be having a conversation. The third person in your group
will interrupt the conversation.
After the third person gets the information they need, it is important to continue the conversation that
the two group members were having before. They can do this by saying:
"Now as I was saying…"
"Let’s get back to…"
1.
How do people interrupt a conversation in Alberta?
2.
How do people interrupt a conversation in your country?
"What were we talking about… ?”
| English in the Workplace | Training Manual |
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FACILITATOR
MODULE THREE
Safety
Safety and Hazards at Work
All work can be dangerous and the responsibility is
on both the employer and employee to recognize
hazards at the worksite. Statistics have shown that
most injuries occur during the first six months on the
job. Proper orientation, training and retraining are
vital for proper safety on the job.
It is important to be able to identify hazards. This will
enable employees to control hazards and lessen the
risk of injury or death.
There are five types of hazards to be aware of
at the worksite:
1. Chemical
2. Biological
3. Physical
4. Psychological (stress)
5. Ergonomic (tools/equipment)
Suggested activities or questions to ask
the worksite, identify the risk for each factor, and
discuss what can be done to reduce or eliminate
the concern.
5. Discuss safety training, specifically difficulties
workers face when they are given new materials.
What strategies can the learners use in order to
get the most out of their training?
6. Discuss who is responsible for health and safety
at the workplace.
7. Reading posters, graphs, tables, and charts for
essential information is important. Through the
use of visuals, practice reading. Have the learners
compare and contrast statements to describe
the information.
8. Discuss the colours that are used on signs for
safety, warnings and hazards.
Additional Safety Resources
• www.safecanada.ca
• Alberta Employment, Immigration and Industry
• Chemical Hazards – Gases, Liquids, and Dusts
• Ammonia at the Work Site
• Asbestos at the Work Site
1. Define "hazard.” (Any action that could
cause an accident)
• Carbon Monoxide at the Work Site
2. Define "safety.” (Freedom from harm,
danger or loss)
• Hydrogen Sulphide at the Work Site
3. Ask questions about how to maintain health
and safety at their company.
• Solvents at the Work Site
4. Have the employee complete an assessment of
hazards found at the worksite and/or at home. As
a class or one-on-one, develop a list of hazards at
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| Common Ground |
• Handling Sulphur
• Lead in the Workplace
LEARNER
Safety and Hazards at Work
Work can be dangerous. You can be injured at work, but your company has a plan in place to keep you safe.
No one wants you to be injured. There are rules at your worksite to keep you as safe as possible. Be sure to
follow the rules at all times! If you don’t understand the rules, ask your supervisor.
• All accidents can be avoided.
• Workplace safety programs help prevent worker injury.
• Check that the equipment works properly.
• Label and store chemicals properly.
• Be careful with chemicals and blood.
• Be cautious. All work can be dangerous.
• Dress "in layers” for the cold.
• You must be told of any dangers on the job site.
1.
What is a hazard?
2.
What are the different types of hazards?
3.
What should you do if you see a hazard?
| English in the Workplace | Training Manual |
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FACILITATOR
Pronunciation Clarity
Pause
Pausing refers to the short stops between ideas in
a sentence. When you read a sentence in English
you pause at commas and periods. Reading without
pausing at commas and periods is like driving
through a red light or a stop sign. English speakers
always pause when they are speaking. Other
languages may be spoken faster or slower, affecting
where pauses are placed in a sentence.
Pausing shows the listener which ideas are most
important. In English, we pause between thought
groups (ideas). If you speak without pausing, your
listener will not be able to follow your ideas. Many
non-native speakers pause in the wrong place
because they are still translating in their minds. The
idea behind this lesson is to identify that pauses are
needed. Appropriate pause will cut down on speed as
well as bring greater clarity to the speaker’s message.
Pausing means silence. Although the idea of
interjections is discussed in another module, it would
be good to mention that interjections (um, mmm, uh)
can be very distracting to the listener. Interjections
can take away from the intended message.
Suggested Activities
1. Write a series of workplace-related sentences on
the board. As a class, have the learners identify
where the pause should occur in each sentence.
For example:
Should we meet now/ or after the break?
When operating machinery / think of the noise
level, / safety / and clean up.
English sentences must have good speed, /
pause / and volume.
2. Give the learners a short piece of text or
workplace material to read. Working in pairs, the
partners will identify where the pauses should
be. Then, one person will read a section to the
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| Common Ground |
other and the second person will repeat what he/
she has heard. The emphasis here is on clarity.
Remember to keep the text short and to the point.
3. Have Student A read aloud to Student B. Student
B marks where Student A pauses. Switch. Then go
over it together on the board. Did the students
stop in the right spots? Was the intended message
given clearly?
4. Write a group of phone numbers on the
whiteboard and have the students read them
aloud. Look for where they put the pause.
Explain that English speakers speak in ‘thought
groups’ in order to express themselves.
For example, 7805553456 should be
780 (pause) 555 (pause) 3456.
Further Discussion
Have the students answer the following statements
with a true or false answer. Their answers may lead
to discussion in the classroom.
1. When I read in English I pause at commas
and periods.
2. Commas and periods frame the writer’s ideas.
3. Reading without pausing at commas and periods
is like driving through a red light or a stop sign.
3. Pausing is important in both reading
and speaking.
4. Listening for pause is the first step in improving
my use of pause when speaking.
LEARNER
Pronunciation Clarity – Pause
Pause is when you make a short stop between ideas in a sentence. Pause means silence.
A pause is where we take a breath when speaking.
Activity
Mark with a slash ( / ) where you think there is a pause or pauses in the following sentences
and phone numbers:
1. Should we meet now or after the break?
2. When working with machinery think of the noise level, safety and clean up.
3. English sentences must have good speed, pause and volume.
4. 7805556789
5. 4035551234
Workplace Words to Practise
| English in the Workplace | Training Manual |
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FACILITATOR
Intercultural Awareness
Culture Shock
The most important things to remember when talking
about "culture shock” are helping the employee
understand the concept and reassuring them that the
process is "normal." Every newcomer will go through
different emotions when first arriving in Canada. It
can take up to four or five years for a newcomer to
feel comfortable living in their new environment.
The process is not a quick one.
The process of adjusting to a new culture can be
very different from one person to the next. Adapting
to life in Alberta may take more or less time for one
new Canadian than for another. Many new Canadians
go through a period of personal frustration or
disenchantment with their new environment, known
as cultural transition or "culture shock.” This is a
normal part of adapting to a new place. Culture shock
is a feeling we get when we are trying to learn the
"unwritten rules” or expectations of a new culture.
Although new Albertans’ experiences may vary, these
are the typical stages of cultural transition:
1. Honeymoon stage: When new Canadians
first arrive, they may experience exhilaration,
anticipation, nervousness and excitement. Settling
in to a new country takes a significant amount
of time and energy.
2. Hostility stage: After some time, they may begin
to notice annoying details about their new
environment. It may seem as if people here don’t
understand them or have difficulty understanding
them. They may feel frustrated or depressed when
they have trouble communicating or getting things
done in the way they are used to. They might wish
things could be as they are at home. Usually these
feelings will fade.
3. Acceptance stage: After some time, they may start
to appreciate the differences between their home
country and their new environment. They may
regain a sense of humour and feel more balanced.
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| Common Ground |
4. Adaptation stage: Eventually, they may begin
to feel at home and find greater satisfaction
personally and in their work.
Talking about difficulty in adapting to Canada is a
very difficult conversation for newcomers. No one
wants to admit they are feeling weak, especially if
they fear their answer could be used against them in
any way. Building trust will go a long way to having
your learners answer truthfully in a safe environment.
Talk about coping with cultural transition. Here are
some tips to discuss:
• give time to adjust to the new environment
• get involved in clubs and activities to meet new
people and make friends faster
• talk with other new Albertans about cultural
transition and see how many others have had
similar experiences
Further questions you can ask include:
• Imagine you are going to the airport to pick up
someone from another country. What advice would
you have for him/her?
• Imagine you were being picked up at the airport in
someone else’s country. What questions would you
have for him/her?
• What is one thing you would bring back to your
home country from Canada?
Suggested Activity
Have students stand up and look at each other
for 30 seconds, making note of details about their
appearance. Students turn back to back and change
one thing. The students will turn to face each
other again and try to identify the change in their
partner. Discuss expectations, stressing that the
students should not expect too much of themselves.
Integration does not mean they have to change
everything about themselves. Instead, they should
concentrate on what’s most important for success.
LEARNER
What is Culture Shock?
It will take you time to get used to living in Alberta. Life in Alberta is very different from what you are used to.
There will be times when you are happy, sad or even angry. All these emotions are normal to have.
Here are the different stages that most newcomers go through. Which stage do you think you are in?
Stage 1 – You feel excited, nervous and hopeful about being in Canada
Stage 2 – You feel anger; you don’t understand many things; you feel frustrated and depressed.
Stage 3 – You understand differences between your culture and here, and you accept your new life.
Stage 4 – You feel at home in Alberta, feel satisfied and you are happy living here.
I think I am in Stage [ __ ] because
1.
What things have you enjoyed about living in Alberta?
2.
In what ways is living in Alberta different than living in your country?
| English in the Workplace | Training Manual |
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FACILITATOR
Idioms
On the following page you will find an idiom
illustration for "Race Against the Clock”. Enlarge the
idiom illustration and use the drawing to discuss
language, context, and the potential hazards shown in
the picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sentence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their reply.
Race against the clock
Sentence: It will be a race against the clock to
finish our lunch before the meeting begins.
Definition: Will have to go quickly to finish
After discussing and explaining the illustration,
have the students write down the meaning of more
idioms they will encounter at the worksite. Space is
provided on their handout to write what the idiom
means in their own words. The idioms below are a
small sample of the many we use every day. What
are common idiomatic sayings used at your worksite?
Include these idioms in your teachings in addition to
(or to replace) what is found here.
Down to earth
Sentence: The teacher was very down to
earth with us.
Definition: Sensible
Once in a blue moon
Sentence: Once in a blue moon I eat chicken.
Definition: Very rarely
Pain in the neck
Sentence: It was a pain in the neck trying to
open the box until I found the key.
Definition: Something troublesome
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| Common Ground |
To see eye to eye
Sentence: My work team sees eye to eye
with each other.
Definition: To agree on something
Activity Suggestion
Matching Idiom to Definition
Photocopy the idioms and their definitions
on two different colours of paper. In pairs or
groups, the students "race” to match the idioms
with their meanings.
LEARNER
Idioms
Race against the clock
Sentence: It will be a race against the clock to finish our lunch before the meeting begins.
Definition: Will have to go quickly to finish on time
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
| English in the Workplace | Training Manual |
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FACILITATOR
Conversation How-To
Role Playing
How to Make a Request
Separate your class in groups of two or three. Assign
situations and roles to the students in each group.
Give an appropriate length of time for learners to
create a conversation and have one group member
appropriately interrupt the conversation to make
a request. If there is time, have the students
demonstrate their role play in front of the class.
It is important for all new Canadians to learn how
to make requests in English. Often newcomers
are reluctant to make requests for fear of losing
face. Also, women from more traditional cultural
backgrounds might feel it is not polite to make
requests that should be made by their husbands,
even for work-related matters. Newcomers may
use avoidance strategies or be indirect in their
communication style. The interactive nature and the
social function and consequences of requests are
embedded deeply within culture.
To make a request is not a trivial matter and is
often tied up with the new Canadian’s survival,
wellbeing, and productivity in the workplace.
Often, new Canadians will be so indirect in their
request that Canadians are not sure what they want.
For many new Canadians it is a "facethreatening”
act to make a request.
There are a number of different ways a person can
make a request. Possible phrases to use when
making a request:
Would you mind… ?
Could you (please)... ?
Can you… ?
Is it possible to… ?
Would it be OK if… ?
I was wondering if you could tell me… ?
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| Common Ground |
Here are some suggested scenarios. Modify and adapt
these scenarios to fit the company for which the
employees work.
A.
Have a worker interrupt a conversation
to request a work schedule that is better
for him.
B.
Have workers make a request for respectful
behaviour from co-workers.
C.
Have workers make a request for a
reasonable amount of workspace.
LEARNER
How to Make a Request
Have you wanted to ask someone for help, but did not know how to begin the conversation?
Remember to be polite! In Canada, you should not make demands. It is important to learn how to make a
polite request in English at your worksite.
Here are some possible phrases to use when making a request:
Would you mind… ?
Could you (please)... ?
Can you… ?
Is it possible to… ?
Would it be OK if… ?
I was wondering if you could tell me… ?
1.
How do you make a request in Alberta?
2.
How do you make a request in your country?
| English in the Workplace | Training Manual |
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FACILITATOR
MODULE FOUR
Safety
Personal Protective Equipment (PPE)
Personal Protective Equipment (PPE) is equipment
used to reduce injuries from hazards. PPE can protect
eyes, head, feet, ears, arms, legs, air passages and
lungs. PPE includes gloves, goggles, respirators,
hearing protection, foot protection and hard hats.
Statistics have shown that about half of all workplace
injuries are to the head, eyes, feet, hands or face.
Suggested Activities or Questions to Ask
1. Have the employee record the PPE they see
being used at the worksite. As a class, list all
the PPE the learners have seen.
How and where was it used? How was
it maintained?
2. Compile catalogues of PPE available from
companies that supply safety equipment.
Compare and contrast the uses of similar items.
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| Common Ground |
What would be the advantages? What would be
the disadvantages?
3. Show the PPE and how it is worn. Explain the
purpose for wearing the PPE.
4. Invite a safety supply representative, safety rep,
HR person from the company or a volunteer
from a local fire department to come in and
demonstrate safety equipment.
Additional Safety Resources
• Canadian Centre for Occupational Health
and Safety: www.cohs.ca
• Safety World: www.safetyworld.com
• Work Safe Alberta: http://employment.alberta.ca
Find these booklets:
• Eye Injury Prevention in Industry — Standards
for Protective Eyewear
• Guideline for the Development of a Code of
Practice for Respiratory Protective Equipment
• Protective Headwear and Turbans
• Respiratory Protective Equipment:
An Employer’s Guide
LEARNER
Personal Protective Equipment (PPE)
Personal Protective Equipment (PPE) is used to reduce injuries at work. If PPE is used, an injury may be less
serious or never happen. Be sure to wear your Personal Protective Equipment all the time!
Personal Protective Equipment can protect your
• Eyes
• Ears
• Head
• Feet
• Legs, arms, and other body parts
• Air passage and lungs
1.
What clothes do you wear at work to keep you safe?
2.
What could happen if you DO NOT wear the personal protective equipment?
| English in the Workplace | Training Manual |
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FACILITATOR
Pronunciation Clarity
• Every syllable in an English word has
the same stress.
Multi-Syllable Words
The 11 most commonly used words in English make
up 25 per cent of all communication. These words
are: I, you, the, a, and, to, is, it, that, of, in. Other
studies indicate that the 50 most commonly used
words in English are all one syllable. The simplest
word is often the best word to use.
Many words in English have Germanic, Latin, and
Greek roots; so the words are longer than in many
other languages. Many ESL learners find it "out of
character” to say such long words, so they drop
middle syllables when they speak. Some people
don’t understand this, especially if they come from
cultures in which speed and a broad vocabulary are
used to impress or persuade. For example, many
newcomers assume that an impressive vocabulary and
rapid speech establish credibility in Canada and don’t
realize that, since the opposite is true, it can actually
damage their standing among peers and clients.
To complicate matters, many other languages are
spoken somewhat faster than English. Put two and
two together and you have very fast incomprehensible
speech or quite wordy or unclear speech.
When you speak, be careful to pronounce all the
syllables in a word. Often learners drop the middle
syllable because the word "feels” too long or the
learner speaks English too fast. Canadians value
clear speaking and simple words. Word endings carry
meaning so it is important not to drop the ‘s’ at the
end of a word or the –ed sounds (t, d, -ed).
Discussion Questions
Have students answer the following statements with a
true or false answer. Discussion can be based on the
answers given.
• If you speak English quickly, it means you are an
advanced communicator.
False
• All languages have words with more
than one syllable.
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| Common Ground |
False
False
• If the stress of a word is incorrect, some
people may misunderstand the meaning.
True
• It is important not to drop any syllables
when I speak in English.
True
Your listener will decide whether or not these words
are verbs or nouns by the stress you use, so it is very
important to stress the correct syllable.
TIP THERE ARE MANY TWO-SYLLABLE WORDS
THAT CAN BE BOTH NOUNS AND VERBS.
Here are some of the most common words that can
be both a noun and verb:
conduct
object
contest
reject
present
produce
perfect
survey
suspect
discount
protest
LEARNER
Pronunciation Clarity – Multi-Syllable Words
Some languages use mostly short words. But English has many long words that have three (3) or more
syllables. For example, "manufacturing” has five syllables: man–u–fac–tur–ing.
Task
How many syllables are in these words?
_____ eye
_____ development
_____ respiratory
_____ protective
_____ equipment
_____ headwear
_____ turban
_____ guideline
_____ employer
_____ injury
_____ safety
_____ industry
_____ prevention
_____ eyewear
_____ standard
_____ employee
Workplace Words to Practise
| English in the Workplace | Training Manual |
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FACILITATOR
Intercultural Awareness
The Concept of Time
Read the following story (or critical incident), which
is an example of people from different cultures not
understanding each other.
Antonio is a welder and the quality of his work is the
best. Yet, one morning his supervisor tells him that
his expressions of frustration whenever he is asked
to pick up the pace are causing concern. Antonio
explains that the quality of his work is very important
to him. He doesn’t think it is fair to expect him to do
the job in less time. He also states that by rushing
jobs, some of the welded engine parts will end up
being returned. The supervisor says that this is part
of the way things work, and not to be concerned
about it – that is why there is a warranty on the parts
in the first place. Antonio is NOT WORRIED about
keeping schedules. He says, "My job just doesn’t
match the way I use my time.”
Explanation: Canadians look at and value time in the
same way as the German, Swiss, and industrialized
Asian cultures do. This is different from other cultures,
often resulting in confusion and frustration.
Typically, Canadians follow a linear approach to time:
• Canadians do one thing at a time.
• Canadians feel deadlines and schedules
are important.
• Canadians are highly time-conscious.
Multi-focus approach to time: (Latin American
and Middle Eastern cultures)
• Some cultures are more comfortable with
multi– or simultaneous tasking.
• Some cultures emphasize process and group
work rather than a focus on working to
meet a deadline.
• Some cultures do not feel that punctuality
is an issue or is important.
Worksites will experience difficulties regarding the
concept of time. Beginning work at 8 a.m. for one
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| Common Ground |
culture means being on the work floor and working
by 8 a.m. whereas another culture may see 8 a.m. as
the time to arrive and will slowly make it to the floor
after that time.
Discussion Questions:
1. What does time mean to you?
2. What are some proverbs about time in your
language? Some examples in English are "A
stitch in time saves nine," "The early bird
catches the worm,” and "Time is money.”
3. What does "late” mean to you?
4. What do you typically do if you are late?
5. How do you feel when someone keeps you
waiting for a long time?
6. Do you find yourself rushing the conversation
when you know you have very little time to
spend with someone?
LEARNER
The Concept of Time
Albertans do things differently than you may be used to in your own country. Your supervisor will expect you
to follow the rules of the company. One of the rules will be how you spend your time at work.
Canadian use of time includes:
• Usually doing one thing at a time.
• Keeping to deadlines and schedules. Time is well organized.
• Beginning work on time. Time is NOT open and flexible.
IMPORTANT IF YOU ARE GOING TO BE LATE FOR WORK OR YOU ARE NOT ABLE TO MEET A
DEADLINE, YOU NEED TO PHONE OR SPEAK TO YOUR SUPERVISOR. YOU NEED TO GIVE A GOOD
REASON. YOU SHOULD NOT BE WORRIED ABOUT LOSING YOUR JOB IF YOU ARE LATE, BUT BEING
LATE MUST NOT BE A HABIT. A HABIT IS SOMETHING THAT HAPPENS A LOT.
1.
How is time spent at the workplace in Alberta – is it the same as it was in your country?
2.
Do people in Alberta spend their time at work differently than you are used to?
In what ways is it different?
| English in the Workplace | Training Manual |
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FACILITATOR
Idioms
On the following page you will find an idiom
illustration for "Time is Money”. Enlarge the idiom
illustration and use the drawing to discuss language,
context, and the potential hazards shown in the
picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sentence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their replies.
Time is money
Sentence: "Time is money – let’s not waste time!"
Definition: Time is as valuable as money,
so do not waste it.
After discussion and explanation of the illustration,
have the learners write down the meaning of more
idioms they will encounter at the worksite. Space is
provided on their handout to write what the idiom
means in their own words. The idioms below are a
small sample of the many we use every day. What
are common idiomatic sayings that are used at your
worksite? Include these idioms in your teachings in
addition to (or to replace) what is found here.
On the alert
Sentence: "Be on the alert when you are
working on the floor."
Definition: Watchful and prepared for danger,
emergency or opportunity.
Keep the ball rolling
Sentence: Let’s keep the ball rolling and finish
the job before we take a break.
Definition: Continue working
Be on the ball
Sentence: Mary was always on the ball when it
came to safety.
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| Common Ground |
Definition: Be aware – be in control of the
situation
Bite the bullet
Sentence: John had to bite the bullet when he
had to make a decision.
Definition: To make a decision that is painful –
hard to make
Suggested Activity
Grab an Idiom
Divide the class into groups and hand out one
envelope per group. Each envelope will contain lists
of idioms. One person chooses an idiom that has
been taught, reads it silently and then states the
definition out loud. The group guesses the idiom. The
group that correctly answers the most idioms wins.
LEARNER
Idioms
Time is money
Sentence: "Time is money – let’s not waste time!”
Definition: Time is as valuable as money, so do not waste it.
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
| English in the Workplace | Training Manual |
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FACILITATOR
Conversation How-To
How to Clarify Instructions or Directions
Albertans may communicate more directly than other
cultures (but less directly than Americans). Employees,
depending on their cultural background, may find
their supervisors to be very direct or not very direct in
instructions or directions. This can lead to frustration
for both the employer and the employee.
New Albertans must not be afraid or ashamed to ask
for help. You may discover a "leader” within a given
group – someone who does the talking for everyone
else. While this may be convenient at the worksite,
the purpose of EWP training is to provide language
training and confidence to all.
The phrases listed below can be used in asking to
clarify instructions or directions.
"I’m sorry, I…"
"Pardon me, but…"
"Could you repeat… "
"Could you say that again please?”
"Excuse me, but…"
"I didn’t quite hear…"
Role Playing
Separate your class in groups of two or three.
Assign situations and roles to the students in the
groups and give them an appropriate length of time
to create their conversation. Then, have one group
member appropriately interrupt the conversation to
ask for clarification of an instruction. If there is time,
have the students demonstrate their role play in
front of the class.
During the exercise, have one of the employees
pretend he/she does not clearly hear the answer
to his/her request.
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| Common Ground |
Listed here are suggested scenarios. Modify and
adapt these scenarios to fit the company for which
the employees work.
A.
Clarify instructions regarding safe use of a
new piece of equipment.
B.
Clarify a question about when a staff meeting
is to take place.
C.
Clarify the time to meet the supervisor for the
Common Ground lesson.
LEARNER
How to Clarify Instructions
You must not be shy or afraid to ask for help. To do the job right, it is very important to ask for help at the
beginning of a task, not halfway through or at the end. Who is the best person to ask for help? Sometimes it
is your supervisor, sometimes it is your co-workers. It is okay to ask more than once. It is better to ask than to
get it wrong. If Canadians need to have instructions repeated, they will not be shy to ask.
It is important to know the way to ask for instructions to be explained again. It is also important to ask for
directions to be sure you understand.
The phrases listed below can be used in asking to understand instructions or directions.
"I’m sorry, I…"
"Pardon me, but…"
"Could you repeat… "
"Could you say that again please?”
"Excuse me, but…"
"I didn’t quite hear…"
1.
How do you ask for instructions at work in Alberta?
2.
How do you ask for instructions at work in your country?
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FACILITATOR
MODULE FIVE
Teach foreign workers how to follow the REACT
response model:
Safety
Rescue people in danger.
Fire Safety in the Workplace
Evacuate the area and meet at the designated
meeting area.
Fire spreads quickly. It can take less than 30 seconds
for a small flame to turn into a major fire. The heat
of a fire can reach 316 degrees Celsius – three times
hotter than boiling water and more dangerous than
the flames. Fire uses up air. Breathing smoke and
gases can cause you to become sleepy and dazed.
Fire prevention can stop unwanted fires. Having
an escape plan for work is very important. Every
second counts.
Activate the fire alarm system.
Suggested Activities or Questions to Ask
Aim the extinguisher nozzle at the base of the
• Contact the plant/shift supervisor or the local fire
department and arrange for them to display fire
extinguishers and demonstrate how to use them.
• As a class, review the fire policies for the
workplace using authentic material. What are the
employees to do in case of fire?
• Look at emergency evacuation plans. Do the
plans make sense? Where are the escape routes?
Is it reasonable and efficient?
• Role play evacuation orders to each other.
What is to be done to move someone who is
handicapped or injured?
Call the fire department.
Try to put out the fire.
If you use a fire extinguisher, follow the PASS
method:
Pull the pin on the extinguisher.
flames.
Squeeze the trigger while holding the extinguisher
upright.
Sweep the extinguisher nozzle from side to side.
Additional Safety Resources
• Fire Prevention Canada www.firepcan.ca
• Canadian Fire Safety Association
www.canadianfiresafety.com
• Work Safe Canada
Go to http://employment.alberta.ca/whs to find
these publications:
• Have the employees choose one item they would
save from their home in case of fire (assuming
that all people are safe).
• A Code of Practice for Firefighters
• What is the biggest enemy once a fire starts?
• Combustible Gas Meters—Function Testing
• Application for a Permit to Handle, Prepare
and Fire an Explosive
• Appropriate Work Wear for Flash Fire and
Explosion Hazards
40
| Common Ground |
LEARNER
Fire Safety in the Workplace
Fire spreads quickly. It makes smoke and dangerous gas that is bad for you. Breathing the smoke and gas can
make you confused and sleepy. It is easy to panic if there is a fire.
Knowing what to do if there is a fire will help you!
Shout "FIRE” to tell others in the area.
Pull the nearest fire alarm.
Do not use water on a grease, oil or chemical fire.
Shut doors and windows if you have a fire.
If the fire alarm sounds:
Turn off the equipment that you are using.
Leave the building through the nearest fire exit.
Meet in a "designated” area and report
to your supervisor.
Wait for an "all clear” signal before going back
into the building.
NOTE: Training in how to prevent fires should come before training in how to fight fires.
1.
What is the fire escape plan for your worksite?
2.
Why is having a fire escape plan important?
| English in the Workplace | Training Manual |
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FACILITATOR
Pronunciation Clarity
Sentence Stress
Sentence stress (which is what gives English its
rhythm or "beat”) is the stress on a word or group
of words in a sentence. Spoken English actually
sounds like a telegram: the most important words are
spoken louder (stressed more) than the other words.
Many other languages don’t have this pattern. These
languages sound almost flat, making it necessary to
listen attentively and follow the message carefully.
When people speak English without stressing words,
it is difficult to follow the message.
Sentence stress (stressing certain content words
in a sentence) can be one of the most difficult
skills to master.
• Even more difficult is word stress, or stressing
certain syllables in a word (e.g., Workshop has
two syllables but work has the emphasis. This is
important for some words as in "dessert” that
you eat and "desert” as in the Sahara.) Teach
word stress for words that are job-specific.
• Note: Working on speed, pauses and
pronouncing words clearly (stop consonants and
multi-syllable clarity) should take priority in a
shortterm English in the Workplace program.
Suggested Activities
1. Telegrams are an excellent way of thinking about
sentence stress in English. Telegrams contain
only important words and everything that is not
important is left out. For example, "Could you
send the parcel by airmail, please?” becomes …
"Send parcel airmail." A good way of using the
telegram activity is to follow a "Test, Teach, Test”
pattern rather than "Teach, Test, Teach.” Allow
the learner to attempt the activity first – then
you can step in for correction if needed.
2. Write sentences on the board and, in groups,
determine where the stress in the sentence
should be placed. Where would the stress be
42
| Common Ground |
in the sentence if the speaker is experiencing
different moods (happy, sad, mad)? Who is
saying it (boss, coworker, secretary)?
3. Take a sentence and look at what happens
when: (a) every word is stressed (b) content
words are stressed (c) nothing is stressed. From
this demonstration you can have a discussion on
what sounds right to them and what is needed
in English.
4. Write both of these sentences on the board:
The beautiful mountain appeared transfixed in
the distance.
He can come on Sundays as long as he doesn’t
have to do any homework in the evening.
The first sentence is short, but pretty much all
content words. The second is longer, but has few
content words. Once you have introduced sentence
stress and they have had time to practice with a few
examples, use this as a kind of sumup activity. Ask
two participants to come to the front and read them.
Ask the class, "Who is going to finish speaking their
sentence first?”
This activity usually requires a native speaker to read
the second sentence, to demonstrate it effectively.
Native speakers about take the same amount of time
to read these two sentences if they read with good
speed, pausing and sentence stress. Students are
surprised when they finish at the same time. The
sentences listed here are only examples and may be
too difficult for some of your employees. You may use
sentences from the safety topics or other authentic
workplace materials.
LEARNER
Pronunciation Clarity – Sentence Stress
Sentence stress is the stress on a word or group of words in a sentence. The most important words
are said louder (stressed).
If you do not put a stress on a word, it can be very difficult for someone to understand what you are saying.
Activity
Write down sentences from a newspaper or workplace document. The first one has been done for you.
1.
Can you send the parcel by airmail, please?
2.
3.
4.
Using the sentences written above, pick out the most important words and create a telegram.
1.
Send parcel airmail
2.
3.
4.
Workplace Words to Practise
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FACILITATOR
Intercultural Awareness
Understanding Small Talk
Small talk is informal conversation that is not usually
about important issues. We use small talk to get
to know people and to be polite. In most Englishspeaking countries, it is customary to make "small
talk” in certain situations. Small talk is a casual
form of conversation that "breaks the ice” or fills an
awkward silence between people. It is a wonderful
way to meet someone or to start a conversation.
It is sometimes considered rude to say nothing.
Conversation is a two-way street. If one person is
repeatedly asking questions they may be considered
to be ‘too pushy.’ On the flip side, if you only answer
with one or two words, that could be interpreted
as being disinterested. There are certain topics that
people tend to discuss during these moments, and
some that are considered inappropriate or rude.
Generally, small talk involves topics of general interest
such as local events, the weather, work or school. The
topics can be discussed easily as you do not have to
know the other person very well.
Suggested Activities
1. Brainstorm a list of what are acceptable
or unacceptable topics for conversation
in the lunchroom.
Acceptable topics include:
• The country you or the other person is from.
What is it like? How does your country compare
to life in Alberta?
• The work the other person has done for a living.
What kind of work did you do? What did you
enjoy about it? How did you decide to enter into
this career?
• Alberta/ Canada. What do you like about living
in Alberta/ Canada? What interesting things have
happened to you since you have come here? How
does this experience compare to your country?
• Family
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• School
| Common Ground |
• Current Events
Unacceptable topics, especially when you do not
know the other person well, are listed below.
Mentioning these subjects may cause the person
you are talking with to take offence, even though
you did not mean to be offensive.
• a person’s age
• how much money one has or makes
• sexual subjects
• a person’s weight
• class status or racial issues
• how much money someone paid for something
2.
Ask, "How does this list compare to your former
country’s norms about small talk? What are the
differences between acceptable/non-acceptable
Canadian topics and topics from your home
country? What can you learn from comparing and
contrasting the two cultures? For example, "How
much did you spend on your shoes?” is not an
appropriate question in Canada, whereas talking
about prices is all right in some countries even if
you don’t know the person.
3. Role play – Have the students move around the
room and engage others in small talk. Were the
students able to meet more than two people?
Have the students practice introducing their new
friend to other students.
4. Ask the students: Did making introductions
become easier for you? Why? What kind of
small talk did you make? Did you talk about the
weather, sports or careers? Did you experience
any problems? What were they?
LEARNER
Culture Lesson – Understanding Small Talk
"Small Talk” refers to casual conversations that you may have while eating lunch or during a shift break.
There are many topics that are acceptable to talk about. But there are other topics you should not talk about
because it will make the other person uncomfortable.
It is "okay” (acceptable) to talk about weather, sports, traffic problems, work and vacations.
It is better not to talk about religion, politics, wages and most personal/relationship topics.
1.
What would you like to talk about with your Canadian-born co-workers? Why?
2.
What would you NOT like to talk about with your Canadian-born co-workers? Why not?
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FACILITATOR
Idioms
On the following page you will find an idiom
illustration for "Add fuel to the Fire”. Enlarge the
idiom illustration and use the drawing to discuss
language, context, and the potential hazards shown in
the picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sentence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their replies.
Add fuel to the fire
Sentence: Comparing a dog and a car is like
comparing apples and oranges.
Definition: To compare two things that are not
alike
Jump the gun
Sentence: Mark jumped the gun in starting his
work.
Definition: To start something too soon or before
other people are ready
Sentence: "The team leader is already wondering,
so be careful what you say or you’ll add fuel
to the fire."
Suggested Activity
Definition: To make a situation worse than
it already is
Create a grid with the idioms placed randomly in
each square. Students will use the grid like a typical
board game and move from square to square making
sentences with each idiom they land on.
After discussing and explaining the illustration, have
the learners write down the meaning of more idioms
they will encounter at the worksite. Space is provided
on their handout to write what the idiom means
in their own words. The idioms found below are a
small sample of the many we use every day. What
are common idiomatic sayings that are used at your
worksite? Include these idioms in your teachings in
addition to (or to replace) what is found here.
Talk shop or Shop Talk
Sentence: "Let’s not talk shop while we are
drinking our coffee so we can relax."
Definition: Talk about work with someone
Blockbuster
Sentence: Antonio’s decision was a blockbuster!
Definition: A big success
46
Comparing apples and oranges
| Common Ground |
Board Game
LEARNER
Idioms
Add fuel to the fire
Sentence: "The team leader is already angry, so be careful what you say or you’ll add fuel to the fire."
Definition: To make a situation worse than it already is
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
| English in the Workplace | Training Manual |
47
FACILITATOR
Conversation How-To
How to Make an Apology or Excuse
Many people have said customer service or
employer/employee relationships have changed for
the worse. On a few occasions, we have witnessed
an employee who is late for work or has displayed
poor customer service to a client. The "art” of
politely making an apology or excuse must be
discussed in order to display appropriate etiquette
for your place of business.
their conversation, then have one group member
appropriately interrupt the conversation to apologize
to the others. If there is time, have the students
demonstrate their role play in front of the class.
Here are some suggested scenarios. Modify and adapt
these scenarios to fit the company for which the
employees work.
A.
You have arrived a half-hour late for a
meeting and you must interrupt someone
who is talking.
Topic questions to discuss…
B.
Listed below are questions to ask plus situations that
give a context in which these questions can be used.
Ask learners to consider the following:
You spilled a cup of coffee all over someone
or you broke something that did not belong
to you.
C.
You have left your Common Ground
assignment at home.
In your country, when would people expect you to
apologize to them?
• What would you say when you apologized?
Which of the following three situations are rude in
your country, but "no big deal” in Canada?
• when you interrupt someone who is talking
• when you have forgotten something you are
supposed to bring
• when you walk into, touch or bump
someone accidentally
There are a number of different ways a person can
make an apology or an excuse. Suggested phrases
that can be used are:
"Excuse me.” OR "Pardon me. I’m sorry.”
"I’m sorry. I was delayed by the traffic on
my way to work.”
"I’m sorry. I didn’t mean to do that.”
Role Playing
Separate your class in groups of two or three. Assign
situations and roles to the students in the groups.
Give them an appropriate length of time to create
48
| Common Ground |
LEARNER
How to Make an Apology or Excuse
Albertans give a reason when they apologize, or offer an excuse. For example, they might say "I’m sorry
I’m late – my bus was delayed.”
If you are late for work, it is very important that you apologize and have a good reason. You cannot just say
"Sorry I’m late." You need to tell your supervisor why you are late.
Here are some phrases to use when making an apology or excuse to your supervisor or client:
"Excuse me.” OR "Pardon me. I’m sorry.”
"I’m sorry. I was delayed by the traffic on
my way to work.”
"I’m sorry. I didn’t mean to do that.”
1.
How do you make an apology or excuse in Alberta?
2.
How do you make an apology or excuse in your country?
| English in the Workplace | Training Manual |
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FACILITATOR
MODULE SIX
Safety
WHMIS and MSDS
WHMIS stands for Workplace Hazardous Materials
Information System. It is a Canadian hazard
information system that helps workers know about
hazardous material and helps them use the materials
in a safe environment. Every province in Canada has
WHMIS legislation and it is the law.
MSDS stands for Material Safety Data Sheets.
A MSDS provides detailed and technical information
on a product.
WHMIS education and training must include:
• checking the workplace for potentially
dangerous materials
• recognizing and understanding WHMIS labels
used at the worksite
• reading and understanding MSDS (Material
Safety Data Sheets) used at the workplace
• handling, storing and disposing of
controlled products
Suggested Activities or Questions to Ask
1. The shift leader will show the employee where
hazardous materials are stored at the worksite.
From the labels, have the worker become familiar
with drawings used to express the different types
of hazards.
2. See what the employees know about legislation.
As a class, brainstorm where employees can look
for specific information.
3. Look at the symbols and have the learners name
the class of hazard beside each symbol.
4. Have the employees identify chemicals found
in their homes. Have them record the WHMIS
symbols they find in their notebooks.
Additional Safety Resources
At the Government of Alberta link (employment.
alberta.ca) you can find these publications:
• Health and Safety Tool Kit for Small Business
• International Format for Material Safety
Data Sheets
• Employer’s Guide: Health and Safety Committees
• Managing Health and Safety in Your Workplace
• Occupational Health and Safety Act —
Worker’s Guide
• WHMIS Information for Workers
• What Every Small Business Needs to Know
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| Common Ground |
LEARNER
WHMIS and MSDS Safety in the Workplace
WHMIS stands for Workplace Hazardous Materials Information System. WHMIS is a Canadian information
system to let you know about hazardous materials and how to use them safely. It is the law in Alberta!
MSDS stands for "Material Safety Data Sheets” and gives you more safety information.
• Use WHMIS to work safely with hazardous materials.
• Tell your boss if you cannot read the labels or do not understand them.
• Look out for danger.
• Be careful with compressed or flammable gases.
• Watch out for infectious or corrosive materials.
The WHMIS system is in place to protect you from materials that can cause harm, injury or death
if not properly handled.
1.
What do the letters WHMIS stand for?
2.
Why is WHMIS important for you at work?
3.
What do the letters MSDS stand for?
4.
Write the names of the classes of hazard beside each symbol.
| English in the Workplace | Training Manual |
51
FACILITATOR
Pronunciation Clarity
Conciseness versus Digression
and Wordiness
Most English language learners have very clear ideas
about how much English they will be able to learn
or how proficient they can become. Educational and
social backgrounds, previous language learning,
educational level, etc., do impact their capacity;
however, most learners have lower expectations
than what their potential actually is.
Remember that intelligence, and therefore language
learning, can be shaped. People have far more
language ability than they believe. Two essential
elements need to be cultivated: intrinsic desire and
clear goals for language learning. Intense desire is
a directional mechanism that needs to be fed with
sustained, concentrated effort; clear, definite goals
are needed to maintain momentum.
• Conciseness means saying only the most
important facts. Begin with the main idea so that
listeners know why they are listening to you, and
then include only the essential details.
Go from general to specific.
• Wordiness is the opposite of conciseness; it
means using too many words to say something.
• Digression happens when your words move
away into other ideas or facts that are not
important to the main idea. Listeners become
confused. Speaking concisely is very important
for workplace communication. Simple words
should be used to explain complex ideas.
Suggested Activities
1. If you only had three seconds to live what would
you say? What if you had 10 seconds? What if
you had 60 seconds? This type of activity brings
up the idea of frontloading the idea. What’s
frontloading to Albertans? Frontloading to you?
By the end of the discussion, what do you want
to have communicated? What do you want to
take away from the conversation? Some cultures
will consider this to be rude and aggressive.
52
| Common Ground |
2. Have the students write an email in English
and compare it to an email a Canadian English
speaker would write. Compare and contrast the
language used in the two emails. Is the Canadian
writer more concise in their writing?
3. In partners or as a group, say what you did this
past weekend. One person will write down what
is said and do a word count. With this activity
it is important to stress that there is no right
answer. Any answers the students give may be
tied to their cultural background. This activity
points out how long it takes an individual to
answer a simple question.
LEARNER
Pronunciation Clarity – Conciseness versus Digression and Wordiness
Conciseness means saying the most important facts only. Begin with the main idea so that the listener knows
why he or she should be listening to you.
Wordiness is when you use too many words to say something. If you say too many words, the person will stop
listening to you.
Digression is when you begin talking about ideas not important to your main point. The listener has a problem
understanding what you are saying.
Activity
1.
What did you do this weekend?
2.
How many words did you use? ________
Workplace Words to Practise
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FACILITATOR
Intercultural Awareness
Suggested Activities
Direct vs. Indirect Communication
Gather some photos of people and conduct a photo
analysis. Have the students look at each photo. What
is the mood of the person? Do the people in the
picture know each other very well? How can you tell?
How can you tell what is happening in the picture?
How does the person feel with what is being said?
In groups, the students can write a dialogue for the
people in the picture, describing what is taking place.
In direct cultures, people tend to "say it like it
is.” Many people in the United States and various
European countries like to communicate directly.
Canadians are also direct, but they are considered
to be not as direct as Americans.
Canadians say:
"Get to the point,” or "What’s the bottom line?”
• They say what they mean, and mean what they
say: "Yes” means "yes,” not "maybe.”
Latin American, Asian, and Middle Eastern nations
tend to use more indirect communication.
• Relationships and friendships are very important.
What gesture would you use in Canada (or your home
country) to indicate the following? How would others
interpret your action if they saw it happen?
• showing that you do not know something
(shrug your shoulders)
• asking a teacher a question (raising your hand)
• show that you have to leave (look at your watch)
• getting a waiter’s attention (raise your hand)
• Indirect communication is used to solve conflict
and negative aspects of business.
• asking your supervisor a question
(tap on the shoulder)
• Indirect communication means that you have to
"read between the lines.”
• indicating "No” (move your head side to side)
• indicating "Yes” (move your head up and down)
• An indirect "yes” may mean "maybe” or "no.”
• sharing a secret or a joke (wink)
Indirect communication is used in cultures in which
body language and gestures are most important.
Much is understood from what is not said, by what
is implied or hinted at. However, Canadians are also
very diplomatic and careful, which makes them less
"direct” when compared with Americans.
What would these gestures indicate?
Body language reveals a lot about us. Body language
is a combination of body movements, hand gestures
and facial expressions. You can tell a lot about people
by just looking at them. Hand gestures are non-verbal
cues used to let others know what we are thinking.
What we want or are feeling can be expressed in
many ways without words; however, the gestures can
be interpreted differently depending on the country
we come from. For example, the "OK” symbol in
North America means that something is good or
acceptable; however, in parts of South America the OK
symbol is vulgar.
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| Common Ground |
• slouching
• hands behind back
• tapping toes
• clenched fists
LEARNER
Culture Lesson – Direct vs. Indirect Communication
Every culture in the world is different. Canadians prefer direct communication when talking about problems at
work. In direct communication:
• Personal relationships are not as important as improving business.
• Talking directly is important. Canadians focus on what is said more than how it is said.
• "Get to the point,” or "What’s the bottom line?” are common thoughts of listeners.
Activity
What body language would you use in Canada (or your home country) if you wanted the following?
showing that you do not know something
asking a teacher a question
showing that you have to leave
getting a waiter’s attention
asking your supervisor a question
saying "No”
saying "Yes”
sharing a secret or a joke
What would the following body language gestures show to you?
slouching
tapping toes
hands behind back
clenched fists
1.
In what way is the communication from your supervisor in Alberta the SAME as in your home country?
2.
In what way is the communication from your supervisor in Alberta DIFFERENT from your home country?
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FACILITATOR
Idioms
On the following page you will find an idiom
illustration for "Play safe or tread carefully”. Enlarge
the idiom illustration and use the drawing to discuss
language, context, and the potential hazards shown in
the picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sentence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their replies.
Play safe or tread carefully
Sentence: "Be sure to play safe or tread
carefully if there is danger."
Definition: Either be careful or don’t take a risk
After discussing and explaining the illustration,
have the students write down the meaning of more
idioms they will encounter at the worksite. Space is
provided on their handout to write what the idiom
means in their own words. The idioms below are a
small sample of the many we use every day. What
are common idiomatic sayings used at your worksite?
Include these idioms in your teachings in addition to
(or to replace) what is found here.
In the pipeline
Sentence: "We have some big projects
in the pipeline."
Definition: It hasn’t arrived yet, but its arrival
is expected
Keep your eyes on the prize
Sentence: Keep your eyes on the prize and get
the work done.
Definition: Stay focused on the end result
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Keep something under wraps
Sentence: It is important to keep the information
under wraps until we are told we can use it.
Definition: A secret – not to be known by other
people
Pull the plug
Sentence: We need to pull the plug on that
project for now.
Definition: To stop something like a project –
discontinue it from going forward
Suggested Activity
Story/Dialogue Grid
Give the learners a grid filled out with the idioms
that have been taught. The students must discuss
the idioms in a group and create a dialogue or story
using all of the words in the grid.
LEARNER
Idioms
Play safe or tread carefully
Sentence: "Be sure to play safe or tread carefully if there is danger."
Definition: Either don’t take a risk or be careful
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
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FACILITATOR
Conversation How-To
How to Make a Suggestion
The employees are a valuable resource at your
place of employment. They can let you know what
works or how to improve the workplace for better
productivity. Unfortunately, difficulties in language can
mean these ideas (or suggestions) are often never
given. It needs to be explained to new-comers that it
is all right to make suggestions as long as it is done
in a polite manner.
Here are some phrases for the students to use when
making suggestions.
"Well, you could always… "
"Would it be possible to… "
"What would you say to... ?"
"Would you like to… ?”
"Let's go... "
"Why don’t we go… "
"How about going... "
"What if we… "
You may find many of your employees uncomfortable
with giving their boss or supervisor a suggestion
as this would go against the cultural norms of their
home country. Let them know that it is all right to
make suggestions as long as they do so politely.
A suggestion is also a way to say something when
you are not in control.
Role Playing
Separate your class in groups of two. Assign
situations and roles to the students in the groups.
Give them an appropriate length of time to create
their conversation. Then have one group member
appropriately interrupt the conversation to make
a suggestion. If there is time, have the students
demonstrate their role play in front of the class.
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Here are some suggested scenarios. Modify and adapt
these scenarios to fit the company for which the
employees work.
A.
You are on the assembly line and you
see how two steps could be combined
into one. This would take less time and
be more efficient.
B.
You are in a safety meeting at the beginning
of a shift. You want to give a suggestion on
how a procedure at the workplace could be
made safer.
LEARNER
How to Make a Suggestion
"To make a suggestion” means to tell people about an idea you have that you want them to think
about doing.
It is all right to make suggestions to your supervisor and other employees. It is okay to do this in a meeting
or in a one-on-one conversation.
Canadians are very "polite,” and making suggestions is more polite than telling people what you think
they must do.
Here are some phrases to be used when making suggestions.
"Well, you could always… "
"Would it be possible to… "
"What would you say to... ?"
"Would you like to… ?”
"Let's go... "
"Why don’t we go… "
"How about going... "
"What if we… "
1.
How do you make a suggestion to a supervisor in Alberta?
2.
How do you make a suggestion to a supervisor in your home country?
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FACILITATOR
MODULE SEVEN
Safety
Emergency Response
in Your Workplace
An important aspect of job safety is in planning how
to respond to accidents. If an employee is injured
on the worksite, is there a co-worker trained in what
to do? Ideally, all employees should be trained to at
least the Emergency First Aid level.
An effective worksite First Aid program must be
clearly explained to employees at their place of
employment. The following points will help you in
your conversations on First Aid:
• a written set of regulations
• supplies, equipment and telephone numbers that
are easily available
• a person in charge of administering First Aid
• a floor plan or a sign at the worksite with First
Aid stations clearly marked
• a record of First Aid training received
by the employees
• regular reviews of First Aid equipment
and supplies
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| Common Ground |
Suggested Activities or Questions to Ask
• What is the most common type of accident
in your workplace? Can these accidents be
avoided? How?
• Have the employees describe emergencies
they have witnessed. What was done? What
could have been done to avoid the situation
from emerging?
• Where are the meeting points if you need
First Aid?
• What products should be in a First Aid kit?
• Who is the First Aid person on your shift?
Additional Safety Resources
Alberta Workplace Health and Safety. Go to
http://employment.alberta.ca for updated Workplace
Health and Safety Bulletins
• Work Safe Alberta
Go to http://employment.alberta.ca/whs to find
these booklets:
• Reporting Injuries and Incidents
• Reporting Injuries and Incidents—Quick Facts
• Welder’s Guide to the Hazards of Welding
Gases and Fumes
LEARNER
Emergency Response in Your Workplace
First Aid knowledge is very important at your workplace. Knowing what to do when you or a co-worker is
injured can save a life.
HERE ARE IMPORTANT FIRST AID TIPS TO REMEMBER:
• Follow your company’s emergency procedures.
• If you do not know what to do, ask now!
• First Aid supplies must be close to the work areas.
• Signs must be posted to show where supplies are kept.
• Keep your equipment and supplies clean and in good working order.
1. What do you do if you are the first person to see an accident at your worksite?
2. Where are the First Aid supplies at your worksite?
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FACILITATOR
Pronunciation Clarity
Interjections
Interjections are distracting sounds or words
that people put into their speech while they are
thinking about what to say next. Interjections can be
used sparingly, but must not become a bad habit.
Too many interjections are bad, even in your first
language.
All speakers use various ways to keep the
conversation going while they are thinking of the
right idea or word. For example, English speakers will
say, "Yes, well…” or nod their heads as they say, "Let
me think…” When speakers are translating in their
heads from their first language to English, they tend
to fill the gaps with sounds like "um” or "mmm.”
They may repeat words, or overuse certain words like
"basically.” These sounds make it very difficult to
follow the meaning of the idea. Interjections should
be replaced with silence, or more natural interjections
used by English speakers.
Suggested Activities
The point of the suggested activities below is to show
that silence is an appropriate interjection. A silent
(non-verbalized) interjection will lead to greater clarity.
1. Have the learners record themselves speaking
in English, perhaps in a telephone conversation.
Have the students listen to their conversation
and point out when they use interjections. To
expand on this assignment, have each learner
connect with a Canadian-born colleague. During a
coffee break, have the learner read an email out
loud. The learners should elicit specific feedback
from their colleagues.
2. Shadow talking is a way in which many
newcomers practiced their English. The idea is to
repeat what another person is saying while he/
she is speaking. Newcomers have had success
in copying the speech of a famous person. This
is a good transference skill, just as long as the
shadow talking comes from a dynamic source
such as a dramatic movie.
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| Common Ground |
LEARNER
Pronunciation Clarity – Interjections
Interjections are confusing sounds or words people use in their conversation, such as "ah” or "like.” Too many
interjections make the listener focus on the interjections more than the words you say. Have you ever said
"mmmm,” "er,” "ummm”? You probably did this to give yourself time to think of a word to say.
For others to understand your English better, it is better to use silence than to make an interjection.
Activity
Read the following and underline the interjections.
• An emergency… is a… situation… of a serious… nature.
• An emergency is like any situation that and could be like serious in nature
• So, an emergency is a situation. So, it’s a serious nature.
• An, um, emergency is, um, serious, um, in, um, nature
Workplace Words to Practise
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FACILITATOR
Intercultural Awareness
Examples of this include:
Unwritten Rules of Behaviour
• definition of roles
• taking turns in conversation
• preparation
• self-disclosure
• motivation to work
• ownership
Culture hides much more than it reveals and,
strangely enough, what it hides, it hides most
effectively from its own participants… the real
job is not to understand foreign culture but to
understand our own. — Edward T. Hall
Unwritten rules are the knowledge or skills that are
shared by members of the same culture group that
are usually not spoken or written anywhere. Unwritten
rules are the "why” of the behaviour we see in a
culture. The tips you give someone for living in your
country are the "unwritten rules.”
• acceptable excuses
Every culture embodies knowledge or skills that are
usually not spoken or written anywhere and this is
true in the Canadian workplace. This is very difficult
for newcomers to Alberta because it is hard to figure
out what is the intended message. It is not easy to
understand what people want or how the newcomer
can respond unless it is discussed openly.
The classroom is a wonderful place to discuss
unwritten rules of behaviour that are found in the
workplace. Ask workers what they have seen in
Canada that is different from what they are
accustomed to.
Here are examples of unwritten rules in the Canadian workplace (in general terms):
Social/work roles
Males and females have equal status.
Speaking
In conversations, it is polite for people to take
turns speaking.
Acceptable excuses
If a worker has to be absent or late, he/she must call
the employer to give an explanation.
Borrowing (using) other workers’ tools
Sharing is not common; you must ask the owner
before you borrow a tool.
Initiative
Doing something before being directed to do so is
showing initiative and is often appreciated.
Feedback
It is important to give, receive and ask for feedback
(i.e., observations about job performance).
Trust
Trust is earned; it is not automatically assumed that
a person is trustworthy.
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LEARNER
Unwritten Rules of Behaviour
• It is important to call the employer and give a
reason if you are going to be late.
Every culture has knowledge or skills that are usually
not spoken or written.
• Sharing is not common — you must ask the
owner before using a tool.
Here are examples of unwritten rules in the
Canadian workplace:
• Doing something before being asked to do so is
often appreciated.
• Gender roles: Males and females are equal.
• Talking about your job performance with the
boss and coworkers is often expected.
• Taking turns in conversation is important
and polite.
• Trust does not come automatically with age or
position — you must earn trust.
1.
How is your relationship with co-workers in Alberta the SAME as in your home country?
2.
How is your relationship with co-workers in Alberta DIFFERENT from in your home country?
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FACILITATOR
Idioms
On the following page you will find an idiom
illustration for "Out on a Limb.” Enlarge the idiom
illustration and use the drawing to discuss language,
context and the potential hazards shown in the
picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sentence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their replies.
Out on a limb
Sentence: "Our boss went out on a limb to
take care of us."
Definition: Took a great risk, more than was
required
After discussion and explanation of the illustration,
have the students write down the meaning of more
idioms they will encounter at the worksite. Space is
provided on their handout to write what the idiom
means in their own words. The idioms below are a
small sample of the many we use every day. What
are common idiomatic sayings used at your worksite?
Include these idioms in your teachings in addition to
(or to replace) what is found here.
Pass the buck
Sentence: Our co-worker always tries to pass the
buck if someone criticizes his work.
Definition: To push responsibility to someone else
Two-faced
Sentence: "I think that person is two-faced and
cannot be trusted."
Definition: Disloyal, untrustworthy
Rally the troops
Sentence: Antonio is a person who can rally the
troops to finish the job.
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Definition: To motivate others – energize a group
of people to do their job with a positive attitude
Reality check
Sentence: The team received a reality
check yesterday.
Definition: To think realistically about a situation
Suggested Activity
Once-Only Dictation
Create a few long sentences using the idioms.
In groups of three or four, students listen to the
sentences and write what they hear. Each sentence
can only be read out loud ONCE. There should only be
one writer in each group. The other group members
can only help by telling the writer what to write.
LEARNER
Idioms
Out on a limb
Sentence: "Our boss went out on a limb to take care of us."
Definition: Took a great risk, more than was required
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
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FACILITATOR
Conversation How-To
How to Ask For and Give an Opinion
Canadians are careful about giving their opinion. They
will "cushion” what they say with words such as "In
my opinion… ”or "I’d rather… ” On some topics that
are considered "unsafe,” Albertans will refrain from
giving an opinion. Newcomers must know what topics
are considered unsafe.
As new Albertans integrate into the workplace and
into the community, it is important that they feel
they can ask for information and advice. Many new
Albertans come from cultures where they use an
indirect form of communication. It is not polite to
be direct. Some new Albertans feel that giving one’s
opinion, especially when different from that of others,
sounds argumentative or even incompetent. Giving an
opinion may require that new Albertans change their
communication style. Another challenge is to provide
"appropriate words” that the employee can use.
The employee also needs to be given the opportunity
to ask for advice.
Here are some phrases that can be provided to the
new employee when asking for or giving opinions:
"What do you think should be done?”
"What should we do next?”
"Well, you could always… "
Remind the new employee to never ask or give
opinions on religion or politics!
Role Playing
Seat a group of workers in a circle with one person
in the centre. Refer to this person as the "leader."
The leader poses a question to the group. Each
person, in turn, expresses his/her response. No one
is allowed to speak a second time until everyone has
had a turn. This activity will give learners experiences
in contributing opinions on a problem or issue facing
a group, and to consider the opinions expressed
by others.
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| Common Ground |
Separate your class in groups of two or three. Assign
situations and roles to the students in the groups.
Give them an appropriate length of time to create
their conversation. Then have one group member
ask the others for an opinion. If there is time, have
the students demonstrate their role play in front
of the class.
Here are some suggested scenarios. Modify and
adapt these scenarios to fit the company the
employees work at:
A.
A co-worker admits an error he has made.
Find out what happened. Then give him your
opinion on how to handle the situation.
B.
"Canadians spend their spare time in
different ways than people in my native
country,” or "I think it is better to be
married than to be single.”
C.
A co-worker is unsure if banking machines
are safe to use. She is concerned her
privacy is not protected.
LEARNER
How to Ask for and Give an Opinion
Have you ever wanted to give your opinion, but you did not know how? When is it all right to
voice your opinion?
It is not impolite if you give your opinion to your supervisor.
In a conversation, Albertans want to know what you think and feel, but it is done politely. Your opinion must
not feel like an attack on their personal views. When you first meet someone, try not to talk about topics
such as religion or politics.
Here are some phrases that can help you ask for or give an opinion:
• I think that maybe…
• Perhaps you should…
• In my opinion, you could…
1.
How do you ask for or give an opinion in Alberta?
2.
How do you ask for or give an opinion in your home country?
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FACILITATOR
MODULE EIGHT
Safety
Electrical Safety
Electricity must be treated with respect. Electricity
can be dangerous to those who work with it. It
is important to not become a path to the ground
(allowing electricity to travel through you to
the ground). You can suffer severe burns or be
electrocuted if an electric current passes through you.
The employee must know that electricity is always
looking for a path to the ground and that the human
body is an excellent conductor of electricity. Electrical
fires are very dangerous and no one wants to
become a victim!
In order to keep you safe, there are three safety
features built into all electrical systems.
• insulated wiring (will stop people from receiving
a shock when touching a live wire)
• ground wires (will carry electricity to the ground
if anything goes wrong in the electric circuit)
• circuit breakers/fuses (will stop the flow
of electricity if too much current flows
through a circuit)
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| Common Ground |
Suggested Activities or Questions to Ask
1. Employees may have received an electric shock,
although this shock is generally mild. This
experience can be used to introduce the topic.
What happened when you received the
electric shock?
2. Why should extreme caution be used when
raising, lowering or moving pipe, rods, ladders
or any metal objects close to power lines?
3. What should the employee do if they notice
a power line has fallen on the ground?
4. Have the employee list five electrical safety rules
for the worksite.
5. Have the employee identify and discuss electrical
emergencies that have occurred at their place of
employment or in their homes. What could have
been done to prevent the accident?
Additional Safety Resources
Canadian Centre for Occupational Health and Safety
www.ccohs.ca
All electrical companies have a number of materials
(printed/audiovisual) available on this topic.
At times, presentations on this topic are available
if booked in advance.
LEARNER
Electrical Safety
Electricity must be treated with respect. It is important to remember that electricity can be dangerous.
If electricity passes through you, it could cause severe burns or you could be electrocuted. Be aware of
electricity at work!
Remember…
Electrical tools must always be used with caution.
• Never use an electrical tool with wet hands or near water.
• Never use "indoor” cords outside.
• Always unplug an electrical tool before trying to repair or clean it.
1.
What are the electrical safety rules at your worksite?
2.
What would you do if you saw a power line on the ground?
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FACILITATOR
Pronunciation Clarity
Stop Consonants
Why focus on stop consonants?
English word endings must be pronounced to make
a word’s meaning clear. For many learners of English,
the consonants p, t, k, b, d, and g are difficult to
pronounce at the end of a word. Learners often leave
them out and quickly move onto the next word. This
leaves the listener straining their ears to capture
the information that is being said. It is important
to remember that these sounds cannot be left out
because they often carry meaning.
The word endings in most tonal languages like
Mandarin and Vietnamese do not end with a p, t, k,
b, d, g. Most words in English end in a consonant,
not a vowel (a,e,i,o,u). Many learners of English
transpose these vowel endings onto English words,
which then sound unfinished or "choppy.” Spanish
is a romance language where word endings are
usually vowels. Helping learners finish the ends
of their words brings noticeable clarity.
Consider the following examples:
Speaker: "Turn lef a the sto sign." (Unclear –
meaning might not be understood by the listener.)
Speaker: "Turn left at the stop sign."
(Clear – meaning is understood by the listener)
Suggested Activities
1. Tongue twister: The learners will come up with
their own tongue twisters in which all the words
will end with the same consonant. Although
this is an activity the learners will enjoy, you
must stress the importance of slowing down
their speech. Clarity is what we are striving for
in communication, not how fast we can say the
word. Have the learners repeat their tongue
twisters to the class aloud. The group will listen
and give peer evaluation. Were the words
clear to hear?
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| Common Ground |
2. Write a sentence on the whiteboard in the
learners’ languages. Add a stop consonant to the
end of each word. This will make the language
wrong, but it will slow down their speech in
order to say the final stop consonant. Putting
the stop consonant at the end of the word will
cause the speaker to pause between words.
3. Write words on the board without the stop
consonant at the end. Pronounce the word both
with and without the stop consonant. Do the
learners notice the difference?
4. Have learners write a sentence on the board and
join the stop consonant to the beginning of the
next word. Have them read the sentence aloud,
e.g. I put _it_in the garden
Discussion Questions
Have the students answer the following true or false
statements. Discussion can be based on their answers
to the statements.
1. It is not necessary to pronounce all of the
consonants at the end of English words. False
2. If I miss a few consonants when speaking,
people will still understand what I am saying.
False
3. Recording my speaking and then writing
down what I said would help improve
my speaking clarity.
True
4. I know the difference between a voiced
consonant and an unvoiced consonant.
Personal answer
LEARNER
Pronunciation Clarity – Stop Consonants
In some languages like Spanish, Mandarin, Cantonese or Vietnamese, words do not end with p, t, k, or b, d, g.
Most words in English end in a consonant, not a vowel (a, e, i, o, u). If you don’t end the words clearly, they
will sound unfinished and be difficult to understand.
Task
Read the following sentences out loud. Speak clearly and make sure to pronounce all of the final consonants
in every bold word.
Put it on the top of the shelf.
• I didn’t know you read that on the bus.
• He taught us a lot about life.
• Sit at the back of the room.
• Stop and look before you cross the street.
• I spoke to the supervisor at noon today.
• Put the top back on the container.
• He decided it wasn’t enough time.
Workplace Words to Practise
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FACILITATOR
Intercultural Awareness
Possible Conflict in Communication
Conflict at the workplace can be disguised in many
ways. The conflict may be overt with visible anger
displayed through voice, face and hands, or the
conflict may be displayed quietly with an individual
removing himself from the situation and letting the
conflict "blow over.”
• Canadians will say: "I have a small suggestion."
Someone from a different culture might think
that the Canadian does NOT have a strong
opinion on the matter. This is not true.
• To Canadians, "yes” means "yes” and the
speaker has agreed with or approved whatever
has been said.
• Canadians think eye contact is important while
listening to someone, especially with bosses;
other cultures think that it is disrespectful,
especially with the boss.
• Standing too close to Canadians makes them
feel uncomfortable. Personal space varies from
culture to culture.
• When there is a conflict (problem between
people), especially in a multicultural workplace,
the question becomes how to resolve it. Different
cultures have different ways of solving problems.
• In Canada, conflicts between two people are
expected to stay between two people. They are
expected to talk to each other and only each
other. Workers not involved in the conflict should
stay out of it. Problems are dealt with directly.
• However, in other cultures, serious conflicts are
rarely dealt with directly. A third person is used
who has the trust of both sides to act as a
neutral go-between. That person will present to
each side the other’s position. A compromise is
then looked for.
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LEARNER
Culture Lesson – Possible Conflict in Communication
In Canada, conflict is solved between the people involved in a disagreement. If you have a problem with a
co-worker or your supervisor, it is expected that you will solve the problem directly with that person without
other people solving the problem for you or getting involved.
Albertans think that eye contact is very important when speaking with someone. It shows you are
paying attention to the other person. Albertans think that when you say "yes,” you have agreed to what
has been said.
1.
How is conflict resolved in the SAME way in Alberta compared to your home country?
2.
How is conflict resolved DIFFERENTLY in Alberta compared to your home country?
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FACILITATOR
Idioms
On the following page you will find an idiom
illustration for "Pick up the Pace”. Enlarge the idiom
illustration and use the drawing to discuss language,
context, and the potential hazards shown within the
picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sentence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their replies.
Pick up the pace
Sentence: "Hey! Pick up the pace!"
Definition: Must work faster
After discussion and explanation of the illustration,
have the students write down the meaning of more
idioms they will encounter at the worksite. Space is
provided on their handout to write what the idiom
means in their own words. The idioms found below
are a small sample of the many we use every day.
What are common idiomatic saying used at your
worksite? Include these idioms in your teachings in
addition to (or to replace) what is found here.
A pink slip
Sentence: "He received his pink slip yesterday.”
Definition: Fired from a job (no more job)
In hot water OR In a jam
Sentence: "I am in hot water over
the extra expenses.”
Definition: In trouble or having a problem
Through the roof
Sentence: Our pay raise was through the roof!
Definition: Higher than expected – very high
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Work out the kinks
Sentence: The team worked out the kinks
with the project.
Definition: Solve the problem with a situation
Suggested Activity
Recall an Idiom
Put the learners into groups of three or four and give
them an empty grid. Read out the definitions of each
idiom and have the group complete the grid with the
correct idioms.
LEARNER
Idioms
Pick up the pace
Sentence: "Hey! Pick up the pace!"
Definition: Must work faster
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
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Conversation How-To
How to Agree and Disagree
In some cultures, people are more comfortable
with disagreeing with each other than in others.
How people disagree with each other varies greatly.
Canadians are very careful in how they disagree, and
are not always direct in how they do so, especially in
the workplace; however, this does vary from company
to company.
Here are some phrases that can be provided to the
new employee to show how to agree or disagree:
Agree
• That’s right/ true.
• I think so, too.
• I feel the same way.
When you disagree with someone, be slightly indirect
in how you approach the matter.
• I’m not sure I agree (with you on that).
• I hate to disagree, but…
• I wouldn’t go so far as to say that.
Role Playing
Separate your class in groups of two or three. Assign
situations and roles to the students in the groups.
Give them an appropriate length of time to create
their conversation. Then have one group member
make a suggestion with which the others disagree.
If there is time, have the students demonstrate their
role play in front of the class.
Here are some suggested scenarios. Modify and adapt
these scenarios to fit the company for which the
employees work.
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A.
Your co-worker wants you to go for lunch
with him, but you have other things you
would like to do instead.
B.
You don’t want to make a decision right now
as you need more information. You want to
tell your boss you would like to wait.
C.
Your co-worker wants to get a piece of
equipment fixed but you think it can’t be
fixed. You think it’s not safe and a new piece
of equipment needs to be bought.
LEARNER
How to Agree and Disagree
Most Albertans disagree in a way that is polite. An Albertan will try not to be rude or offensive.
Here are some phrases that can be provided to the new employee to show how to agree or disagree:
Agree
• That’s right/ true.
• I think so, too.
• I feel the same way.
When you disagree with someone, be slightly indirect in how you approach the matter.
• I’m not sure I agree (with you on that).
• I hate to disagree, but…
• I wouldn’t go so far as to say that.
1.
How do people agree or disagree in Alberta?
2.
How do people agree or disagree in your country?
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MODULE NINE
Safety
Working in Confined Spaces
A major hazard in many workplaces concerns an
employee working in a confined space. Confined
spaces can lead to serious injuries and death.
Employees working in confined spaces will need
• safety training
• special equipment
• a code of practice
A confined space is a place that is hard to get in
and out of. Typically, working in a confined space
is not normal to the job. Confined spaces include
tunnels, sewers, granaries, process vessels, septic
tanks and trenches.
A confined space can be dangerous due to design,
location, construction, and lack of clean air. If an
employee is injured in a confined space, it is very
difficult to escape or be rescued.
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It is important for the employee to know that no work
should take place in a confined space until the space
has been tested. No work should take place in a
confined place unless the employee has been trained
and knows exactly what he or she is doing.
Suggested Activities or Questions to Ask
1. What is a confined space?
2. Give examples at the workplace of
confined spaces.
3. Why is testing of confined spaces important?
4. Why may a rescue from a confined space
be difficult?
5. What are the responsibilities employees
have before, during and after working in a
confined space?
Additional Safety Resources
• An Explanation of the "Working Alone”
Requirements (WA022)
• Working Alone Safely: A Guide for Employers
and Employees
LEARNER
Working in a Confined Space
Working in a confined or small space is very dangerous! It is important to know what you are doing before
you go into a confined space. You must know the proper safety procedures before going in. There are laws in
Alberta to protect you. You can refuse to work in a confined space if you think it is unsafe!
1.
What is a confined space?
2.
Where are possible confined spaces at your worksite?
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Pronunciation Clarity
Volume
Volume is a very important part of clear speech.
Using the appropriate volume in different business
situations is a skill that many learners find difficult
for many reasons, some of which are cultural. This
section is intended to raise awareness of different
cultural speaking practices. This is not to say that one
way of speaking is the correct or most effective way
to communicate. However, we must always consider
all alternatives equally valid or the workplace can
become a very uncomfortable place.
In some cultures, it is rude to open your mouth
too wide when you speak. Many Asians cover their
mouths when they laugh. In some countries, to speak
softly implies you are gossiping. In Vietnam, shouting
across the floor at work is impolite. Other languages,
like Urdu, are not given to being loud for fear of
sounding overly assertive.
Where did this take place? Did you think this was
appropriate? Why or why not? Examples that can
be used include talking on the elevator or talking
in the lunch room.
• There is a personality aspect to volume. English
is considered soft compared to some languages
and loud compared to others. What do the
learners think of this? Do they agree or disagree?
Why or why not?
• Is there a right time to raise the volume of your
voice? When should you raise your voice?
• What would people think of you if you talk too
loud? What would people think of you if you
talk too quietly?
Further Discussion
Have the students give true or false answers to the
following statements. Discussion can be based on
their answers.
In some Canadian workplaces, shouting across the
floor helps to speed up communication and workplace
efficiency. "Why waste time walking across the floor?
I have work to do!”
1. Shouting at work is OK in some situations. True
In some African cultures, people speak loudly
when others are around. In Canada, this could be
considered rude since team projects involve controlled
conversation at a lower volume and everyone takes
a turn. A Canadian could view the person’s volume as
trying to take control, manage or influence the group;
volume here often influences people’s perceptions of
you and your character.
3. I know the appropriate volume
to use in different situations.
Personal answer
We know that different cultures have different views
on how to enunciate words or to use volume. You
need to speak louder or more softly, depending on
the work environment: meetings, giving and receiving
instructions both formally and informally, planning
projects in a group, etc.
Suggested Activities and Questions
• It is important to discuss volume in context
with culture. Have the students talk about times
in which people were talking unusually loud.
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2. Different cultures have different views on
speaking volume.
True
LEARNER
Pronunciation Clarity
Volume is very important.
You need to speak louder or softer, depending on the work environments: meetings, giving and receiving
instructions both formally and informally, planning projects in a group, and so on.
Your teacher will give you a dialogue to read. Read the dialogue out loud using different types of voices.
• in a quiet voice
• in a loud voice
• in a polite voice
• in an angry voice
1.
What was different each time you used different volume in your voice?
2.
How did you feel?
3.
How did others react to you?
Workplace Words to Practise
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Intercultural Awareness
Hierarchy
The concept of hierarchy causes a lot of confusion for
workers from different cultures. Living in a democracy
means that there is a sharing of authority. Workers,
not just the bosses, are responsible for work and
safety. Cultures organize themselves in different ways
and consider such matters as authority, power, and
cooperation differently.
Here is an example, or "critical incident,” that shows
the confusion about hierarchy in a workplace. If it
fits your situation, use it. Otherwise, just skip to
the bulleted list.
In a team meeting, a sales rep from ABC Company
gave a PowerPoint presentation on a new machine.
Afterwards, all the workers were talking about the
new machine. Walter, the manager, finally made a
decision after three hours of weighing the pros and
cons. That week the company purchased the new
machine, but one month later it stopped working.
A new Canadian suggested an alternative that he had
used in his country, which could work here. Walter
asked him why he didn’t suggest it before they
purchased the new machinery. The new Canadian
found it difficult to explain himself. He said he didn’t
think it was right that he disagree with his manager.
• What should the newcomer have done at the
first meeting?
• What should the manager do with the
new Canadian?
• What can a Canadian-born manager learn from
the situation?
• Has this experience happened to you before?
• What would stop you from stating your opinion
to your manager?
Understanding the Situation
• Canadians are democratic, so this means that
managers share authority with their employees.
Canadian bosses want workers to show initiative.
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• Canadians feel it is all right to disagree with
superiors, but to use "suggestion” as a way to
disagree and have a reason for the disagreement
or suggestion.
• Some new Canadians might come from a culture
in which managers have authority and employees
rarely take initiative. Decisions are made at
the top and it is unacceptable to disagree with
superiors.
In many countries, leaders are leaders simply due to
seniority in the company and age. In Canada, seniority
tends to be based on competence and ability to
complete the work. It is important for a manager to
make it clear to new Canadians that promotion occurs
based on competence, not necessarily on how long
that person has worked at the company. Employees
from other cultures might feel that they are being
mistreated if they do not understand this concept.
It should be explained how good work is recognized
in the company, as it is not always rewarded with a
salary increase. Often new Canadians expect raises
when they are doing well in their job.
Every company has witnessed stories as described
above, especially with hierarchy and newcomers not
feeling comfortable expressing their thoughts on a
subject. Use specific stories from the workplace if you
can. The subject may be sensitive depending on what
the outcome was. Be sure to use only examples that
can be learned from for better future practice.
LEARNER
Culture Lesson – Hierarchy
Supervisors in Alberta will share authority with their employees. Your supervisor is looking for you to show
understanding and bring enthusiasm and new ideas to your worksite. Supervisors may not have all the
answers, but in Canada, this does not make them bad managers. They may want you to take responsibility to
find the answer and tell them.
You may have seen that leaders with your company may not be very old or have not been with the company
for a very long time! In Canada, supervisors are picked based on the work they have accomplished and on
their strengths, NOT on their age and how long they have worked at the company.
1.
In what way is your relationship with your supervisor in Alberta the SAME as with the supervisor you had
in your home country?
2.
In what way is your relationship with your supervisor in Alberta DIFFERENT from the one with the
supervisor you had in your home country?
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Idioms
On the following page you will find an idiom
illustration for "Rushed off our Feet.” Enlarge the
idiom illustration and use the drawing to discuss
language, context, and the potential hazards shown in
the picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sentence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their replies.
Rushed off our feet
Sentence: "With Alberta’s oil boom, we have been
rushed off our feet every day."
Definition: Very busy at work
After discussing and explaining the illustration,
have the students write down the meaning of more
idioms they will encounter at the worksite. Space is
provided on their handout to write what the idiom
means in their own words. The idioms below are a
small sample of the many we use every day. What
are common idiomatic sayings used at your worksite?
Include these idioms in your teachings in addition to
(or to replace) what is found here.
Pull one’s weight
Sentence: "If everyone pulls their weight,
we can finish quickly and go home.”
Definition: To do one’s fair share of work
Through hell and high water
Sentence: "I went through hell and high water
to finish the job on time."
Definition: Through all sorts of severe difficulties
Yes Man
Sentence: Ricardo is a "yes man”.
Definition: An employee who always agrees with
what the boss says or suggests.
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Work down to the wire
Sentence: The team had to work down to the
wire, but they did finish their work.
Definition: Working until the very last minute –
finish just before the deadline
Suggested Activity
Whack/Erase an Idiom Relay
Write the idioms that have been taught randomly
across the board. Divide the class into two teams and
give the first player on each team a flyswatter or a
whiteboard eraser. Give a definition to an idiom and
have the students race to be the first to whack/erase
the correct idiom to get a point for their team.
LEARNER
Idioms
Rushed off our feet
Sentence: "With Alberta’s oil boom, we have been rushed off our feet every day."
Definition: Very busy at work
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
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Conversation How-To
How to Complain
When speaking up about a problem, it is normal
for native English speakers to avoid disagreement
by using polite language. One method is to
use language that suggests the speaker’s own
responsibility for the difficult situation. Albertans
generally make a complaint that puts the focus on
themselves such as "Could I ask a big favour? I hate
to complain, but I have trouble concentrating with
a lot of noise around.”
By using "I” instead of "you,” you are suggesting that
maybe you are the one who is making things difficult.
This helps to avoid bad feelings between yourself and
your co-workers. Sentence starters used include:
In stressing the Albertan/Canadian way of making
a complaint, be sure to point out that one is to be
polite and not to use words that make the other
person feel guilty or belittled. The focus of the
complaint is on the person expressing the problem,
not the other person.
Role Playing
Separate your class into groups of two or three.
Assign situations and roles to the students in the
groups. Give them an appropriate length of time
to create their conversation. Then have one group
member voice a complaint to the others. If there is
time, have the students demonstrate their role play
in front of the class.
Here are some suggested scenarios. Modify and adapt
these scenarios to fit the company for which the
employees work.
"I’m sorry to bring this up, but… "
"I hope you don’t mind me saying this, but… "
Be careful when complaining. It is important to
remember that a direct complaint or criticism in
English can sound rude or aggressive. It is best to
mention a problem in an indirect manner.
It has been learned from the culture lessons that
people react to situations differently throughout
the world. It is important for you to "teach” the
appropriate conduct for making a complaint at your
site of employment.
Here are some sentence starters used when
making a complaint:
"I’m sorry to say this, but… "
"I’m sorry to bother you, but… ”
"Maybe you forgot to… "
"There may be a misunderstanding about… "
"Don’t get me wrong, but I think we should… ”
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A.
The radio is so loud that you can’t hear your
co-workers speaking.
B.
You went to the washroom and found
it to be dirty.
LEARNER
How to Complain
It is normal for Albertans to be polite when they disagree with you on a topic. They will not use a loud voice
to disagree with you. In fact, Albertans will probably disagree with you in a nice voice and with a smile on
their face. You might even think they were the one who made the mistake. That can be very confusing!
Here are some sentence starters used when making a complaint:
"I’m sorry to say this, but… "
"I’m sorry to bother you, but… ”
"Maybe you forgot to… "
"There may be a misunderstanding about… "
"Don’t get me wrong, but I think we should… ”
1.
How do people make a complaint in Alberta?
2.
How do people make a complaint in your home country?
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MODULE TEN
Safety
Employer and Employee
Responsibilities for Health and Safety
According to the Alberta Workplace Occupational
Health and Safety Act, "imminent danger” means any
danger which is not normal for a worker to face in the
course of the job or any danger under which a person
would not normally carry out their work.
On the job, both employers and workers have
responsibilities. Employers must make the worksite as
hazard-free as possible while employees must make
sure they are working safely and cooperating with
the employer. There are health and safety rules on
the job. It is the employee’s responsibility to report
unsafe working conditions to the boss. If an employee
is injured at the worksite, he/she must complete a
WCB Report of Injury form.
Another important consideration concerns cultural
assumptions that workers have about rights and
responsibilities. Safety rules differ from country to
country and the newcomer can easily come to the
worksite with previously held beliefs. Here are some
examples from the viewpoint of a newcomer:
• Workers don’t take initiative because they
have no "rights.”
• Safety (in my country) was not followed on the
floor as much as it should have been because it
was too expensive.
• Workers don’t have responsibilities, as this is the
company’s job or duty.
• If I tell my boss the work is unsafe,
I will be fired!
These previously held beliefs will need to be "broken”
on an ongoing basis. It will take more than one time
to explain a worker’s rights and responsibilities.
Information regarding the Occupational Health and
Safety Act has been created to prevent workers from
being hurt or killed.
Suggested Activities or Questions to Ask
1. Define "imminent danger.”
2. What is the OH & S Act? Why was
the Act created?
3. A co-worker is using a tool in an unsafe
manner. What does the OH & S Act tell you
to do in that situation?
4. Why can’t an employer fire you for refusing to do
work that you think is dangerous?
5. What should you do if you are injured at
work? Describe three steps an injured worker
should take.
6. What should an employer do if an employee
is injured at work?
Additional Safety Resources
• Alberta Learning Information Service: Go to
www.alis.gov.ab.ca and click on A Guide to
Rights and Responsibilities in Alberta Workplaces
• Workers’ Compensation Board: Go to
www.wcb.ab.ca and click on Working Safely
• Work Safe Alberta: Go to
http://employment.alberta.ca
and click on Safe and Fair Workplaces
Workers’ Rights and Responsibilities
• www.gov.ab.ca/hre (Employment Standards)
• www.humanrights.ab.ca (Human Rights)
• www.gov.ab.ca (Alberta Labour Relations)
• www.servicecanada.gc.ca (Employment Insurance)
• www.whs.gov.ab.ca (Workplace Safety and Health)
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LEARNER
Employer and Employee Responsibilities for Health and Safety
Every province in Canada has an Occupational Health and Safety Act (OH & S). The act protects your health
and safety by creating standards for your company. It is important that you know the rights and responsibilities
of both employers and employees.
The rules for safe workplaces are written in the Occupational Health and Safety Act:
• Employers must look after your safety.
• You have the responsibility to take care of both yourself and others in the workplace.
• You cannot lose your job because you don’t want to do work that you think is dangerous.
• You must stop working if you are in danger.
• Safety warnings include "Heads up!” and "Watch out!”
• Safe work practices mean, "If in doubt, do not do it.”
• Safe work practices must be followed. If there are problems, they need to be fixed.
1.
What is imminent danger? Give one example of imminent danger.
2.
You see someone using a tool in an unsafe way. What should you do?
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Pronunciation Clarity
Talking on the Telephone
Talking on the telephone will provide the employee
a wonderful opportunity to communicate clearly
using proper pauses, stress and rhythm. It is not the
accent that affects our understanding of the words,
but rather the clear speech aspects that have been
taught in the previous Common Ground modules.
An important achievement for your employee will
be to leave a message on the telephone when they
cannot see the face, the mouth or the hand gestures
of the person they are talking to! This activity is a
culmination of the Pronunciation Elements that were
taught in previous weeks.
It will be important to discuss the different
components of telephone conversations.
Greetings: "Hello.” "Good morning.” "Hello, this is
Bob Smith speaking.”
Openers: "How may I help you?” "Good to hear
from you again.”
Taking or leaving a message: "May I take a
message?" "Please ask him to call me.”
Seeking clarification: "Could you repeat that, please?”
"Could you spell that please?”
Ending the call: "Thank you for calling.” "Goodbye.”
"I will call back later, thanks.”
Additional Vocabulary
wrong number
collect call
operator
busy signal
receiver
toll-free number
person-to-person call
out of order
area code
long distance call
unlisted number
Role playing
Pair the learners in groups of two. With them sitting
back to back, have them engage in a telephone
conversation. Without being able to look at facial
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| Common Ground |
expressions or hand gestures, were they able to
understand each other in conversation? Was the
communication clear to the listener?
Optional: Record the conversation. Later, play back
the conversation to the learners involved. Discussion
can be held on content, comfort of the participants in
speaking spontaneously, and the appropriateness of
the responses.
Additional questions to ask:
• Who uses the telephone most in your family?
• What is the telephone used for?
• Are cell phones more popular than home phones
in your culture?
• Are telephones used instead of visiting people?
• What is different about using or owning
telephones in your country?
• What do you say when you answer the telephone
in your country?
Extended activities
1. Have the learners call the library and ask for
books in their native language.
2. Look up a movie in the newspaper. Call the
theatre and listen to the recorded message.
Write down the information that you hear. Any
government inquiry line will have lots of recorded
messages that learners may need to access.
3. Have the learners role play calling in
sick to work.
LEARNER
Pronunciation Clarity
Talking on the telephone in English is important. But it is difficult because you are not able to see the
face, mouth or body language of the person you are talking to. Knowing what to say will help you get the
information you need!
WHAT DO YOU SAY
WHEN YOU…
IN CANADA
IN YOUR COUNTRY
Answer the phone?
Hear your best
friend’s voice?
Take a message?
Interrupt?
End the call?
Workplace Words to Practise
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Intercultural
Awareness
Multicultural Teams
The definition of "team” is the
same everywhere; however, the
way a team works or functions
isn’t the same. This is where
problems arise. The landscape
of the typical Alberta workplace
has rapidly changed in the past
decade. Nearly all worksites are
multicultural and the "old way” of
doing business is near extinction.
Companies looking to survive and
thrive in the 21st century will need
to adapt to the new reality of the
workforce. Communication clarity
and intercultural awareness of all
employees are needed to build
trust and loyalty to the company.
Important Tips
Here are important tips to
remember when you discuss
working as part of a multicultural
team with your employees.
Possible followup questions
are listed in italics following
each statement.
• Canadians are individualistic,
and the individual is more
important than his or her role
in a group. Canadians say "I”
more than "we.” Have you
noticed at the worksite that
people do not work as part of
a team as much as you would
like? Why do you think it is
that way? Do people work
more as a team in Canada or
in your native country?
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• Multicultural teams are very
tricky. Different cultures have
different expectations of
teams and how they function.
Sometimes one employee
does something that interferes
in another employee’s area of
responsibility. How would you
react if a co-worker began
doing your work in your home
country? Why would you react
that way?
• Team members from different
cultures sometimes think that
others are not doing their
share of the work. Do you
think you should be doing
more at your job? What skills
would you like to use more?
• Team members may
sometimes feel it is
appropriate to help others
if they think the work is
not getting done. Have you
experienced a time when
someone came to help you
and you were not comfortable
with the help? What did you
say (or not say)? How would
you deal with the situation
if it happened again?
• Team members are sometimes
confused about who is
making the decisions and
when a decision is actually
made. Is the decision still up
for discussion? If you have an
idea and you did not say it
out loud at a meeting –
how much time do you have
to share the idea before
it is too late?
• A good team member in a
new Canadian’s home country
is not necessarily the same
as a good team member in
Canada. How is teamwork
the same in Canada and
your home country? How is
teamwork different in Canada
and your home country?
• Canadians need to provide
enough information to the
new Canadians when working.
Canadians often assume that
new Canadians know and
understand all the background
information. What should you
do if you don’t understand
the job you are supposed to
do? Is this easy or difficult for
you to do? Why or why not?
• Some cultures think that
Canadians always "jump too
quickly to conclusions." Many
cultures analyze problems
much longer than Canadians,
who want a quick, but good,
fix. The Canadian workplace
values action and getting
things done; not so much
value is placed on thinking
and planning. Problems are
often solved through trial and
error to get the solution. Is
the Canadian workplace faster
or slower than what you were
used to in your previous jobs?
Why do you think this? If it
is too fast (or too slow, what
suggestions would you give
your supervisor to improve
the conditions for you?
LEARNER
Culture Lesson – Multicultural Teams
You may have noticed that your team works differently in Alberta than a team would work in your home
country. Canadians tend to say "I” more than "we.”
Canadian-born employees tend to act quickly to solve a problem and get things done. Not a lot of time is
given to thinking about a problem but, rather, to finding a quick and good way to fix it. They may also make
decisions about their part of the project without talking to the whole team.
1.
How is teamwork in Alberta the SAME as teamwork in your home country?
2.
How is teamwork in Alberta DIFFERENT from the teamwork in your home country?
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Idioms
On the following page you will find an idiom
illustration for "Playing with Fire.” Enlarge the idiom
illustration and use the drawing to discuss language,
context, and the potential hazards shown in the
picture. The illustration can be used to introduce
vocabulary (workplace and non-workplace) as well
as story starters. It has the sen-tence and definition
written down on the learner handout. Have the
students tell you if they have a similar idiom in their
language. Space is provided on the learner handout
for them to write their replies.
Playing with Fire
Sentence: "By not asking how to do that correctly,
you were playing with fire."
Definition: Taking a negative chance or risk
After discussing and explaining the illustration, have
the students write down the meaning of more idioms
they will encounter at the worksite. Space is provided
on their handout to write what the idiom means
in their own words. The idioms found below are a
small sample of the many we use every day. What
are common idiomatic sayings used at your worksite?
Include these idioms in your teachings in addition to
(or to replace) what is found here.
Grunt work
Sentence: "The new worker is usually forced to
do the grunt work at the company."
Definition: Hard and sometimes thankless work
Step up to the plate
Sentence: We need you to step up to the plate
and deliver results.
Definition: To do your best work; to take charge;
to do your best
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Mum’s the word
Sentence: Remember the story I told you
yesterday? Mum’s the word, please!
Definition: Don’t say anything about it
Jump through hoops
Sentence: We will need to jump through hoops to
get the job completed.
Definition: To go through a lot of difficult work to
finish something
LEARNER
Idioms
Playing with Fire
Sentence: "When you didn’t ask how to do that correctly, you were playing with fire."
Definition: Taking a negative chance or risk
Is there a similar saying in your own language?
Yes
1.
What is it?
2.
What words can you think of to describe what is happening in the picture?
☐ No ☐
Idiom:
Sentence:
Definition:
In your own language?
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FACILITATOR
Conversation How-To
Role-Playing
How to Deal with Conflict
Separate your class into groups of two or three.
Assign situations and roles to the students in the
groups. Give them an appropriate length of time
to create their conversation. For a higher level of
role-playing, have one group member appropriately
interrupt the conversation. If there is time, have the
students demonstrate their role play in front of the
class.
When there is conflict (a problem between people),
especially in a multicultural workplace, the question
becomes how to resolve it. Different cultures have
different ways of solving problems. In Canada,
conflicts between two people are expected to stay
between those two people. They are expected to
talk to each other and only each other. Workers and
supervisors not involved in the conflict should stay
away from it. Problems are dealt with directly.
However, in other cultures, serious conflicts are rarely
dealt with directly. A third person is used who has the
trust of both sides to act as a neutral go-between.
That person will present each side with the other
side’s position. A compromise is sought.
Listed here are suggested scenarios. Modify and
adapt these scenarios to fit the company for which
the employees work.
A.
Two workers are arguing over who is to do
cleanup of the worksite after work hours.
B.
Your boss has asked you to do overtime
work on a day off or a day in which you have
committed to your family.
C.
A staff member is monopolizing the
discussion during a staff meeting.
The discussion is taking a lot of time
and is keeping you from getting your
work completed.
It is important to stress to the workers that in
Canada we talk to the person first and then to the
boss (if required).
Sentence starters commonly used when dealing
with conflict include:
"I think I heard you say…”
"I’m not sure, but it sounds like you want…”
"Could you explain that to me again?”
It is common in some cultures to use loudness of
voice to emphasize a problem. The more passion
used in their voice, the more likely the person will
understand the importance of the conflict. This is not
necessarily the case here in Alberta.
It is important to express to your employees that
to succeed in Alberta, one must remain calm in his/
her expression of the problem. Words that resolve a
conflict include:
• Maybe • What if • I feel
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| Common Ground |
• I think • Sometimes
LEARNER
How to Deal with Conflict
The process of dealing with conflict may be very different in Alberta than what you have experienced
in your country.
In Alberta, if you have a problem with a co-worker or a boss, it is expected that you will solve the problem
between the two of you. Including someone else to solve the problem for you is not the way an Albertan
would solve a conflict. If you cannot solve the problem between the two of you, then you can ask for help.
If you have a conflict with someone you may use these sentence starters:
"I think I heard you say…”
"I’m not sure, but it sounds like you want…”
"Could you explain that to me again?”
It is important to stay calm and polite. Use these words to help you resolve a conflict.
• Maybe
• What if
• I feel
• I think
• Sometimes
1.
In what ways is conflict dealt with similarly in Canada and in your home culture?
2.
In what ways is conflict dealt with differently in Canada and in your home culture?
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YOU - THE FACILITATOR
Are there any additional ideas/activities for practicing vocabulary?
"TELL ME… AND I’LL REMEMBER FOR 48 HOURS.
SHOW ME… AND I’LL REMEMBER FOR A WEEK.
INVOLVE ME… AND I’LL WALK AWAY WITH SKILLS TO LAST A LIFETIME."
Brainstorming
Write a topic on the board. Divide
the class into two teams. Within a
time limit, each team must write as
many words as they can that relate
to the topic on the board. The
team that has written the
most words wins.
Cloze Messages
Write a message that incorporates
the vocabulary words but with
blanks instead of words. Students
work together to guess which
vocabulary words are missing.
(Example: I go to the bank to
____________money.) If they
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| Common Ground |
are struggling with this, you can
put a blank for each letter in the
vocabulary word (_ _ _ _ _) or
fill in some of the missing letters
in the words (e.g., h_s_i_a_i_y
for "hospitality”).
Discussion Questions
You will find several examples
of discussion questions in this
curriculum. Make a discussion
question using the vocabulary.
The purpose is to have students
use the vocabulary word and for
them to find out how this word
relates to their lives.
Crossword Puzzles
Search the term "Puzzle maker”
to find the website that makes
crossword puzzles. Make a crossword puzzle with the vocabulary
words. Students can do the
puzzles for homework on their own
or you can fill in the answers for
all the "down” words on one page
and all the "across” words on
another page. Students can read
each other the clues for the words
filled in on their sheets. As their
partner guesses the correct answer,
they can confirm whether their
partner is right.
Daily Quiz
Each day, read out the definitions
and an example sentence (with
a word blanked out) of seven
to 10 words. Students write the
word as you give the definition.
(Discourage students from calling
out the answer so that all students
have to go through the process of
figuring out the word.) Mark the
quizzes together. Write the word
on the board as you mark so that
students see it spelled correctly
again. Students will start studying
between classes in order to do
well on these quizzes. (Instead of
students writing the words, you
can just ask students at random to
tell you the word you are
providing the definition for).
If It Happened…
One student leaves the room. The
group in the room then decides
something has happened (pizza
is ordered). The other student is
asked to come back in the room
and find out what has happened
by asking , "If it happened, what
would you do?” Students must
respond in different ways: "I would
eat,” "I would cut a piece for
everyone,” and so on. The student
collects the clues and guesses
what has happened.
Did I Say That?
(one-on-one tutoring)
Good for speaking practice,
eliciting vocabulary and error
correction. Students become
more aware of the mistakes they
make. Start by giving the student
a photograph. Have the student
tell you about the photo and write
down verbatim everything he/she
says. If the student gets stuck,
prompting questions can keep it
going. Read back what the student
said and have him/her identify
or correct any errors. (Tone,
rhythm and stress should also be
repeated, if possible.)
definition or a sentence with a
missing word and see who can
come up with the word first. The
student who is able to state the
vocabulary word first wins a point
for his or her team.
Famous People Dialogue
Students are to write a short
dialogue between two or three
famous people. You can have the
students pick their own famous
people or have them draw slips of
paper with the names of famous
people already written down.
The Speech (Clear Speech)
In advance, create a handout with
a simple five-to-ten line speech
with themes such as "My Favourite
Restaurant” or "My Hometown”
or "Me.” It must be about an
individual’s personal experience.
Leave blank places for answers
only the speaker knows, such as
"My favorite restaurant is _____.
I always order _____. It costs
____.” Meanwhile, the rest of the
class has a worksheet with spaces
to write the speaker’s name and
his or her "favourite restaurant,”
what he or she "always orders,”
and what it "costs,” etc. While
the speaker speaks the rest of the
class writes. Warn the students
that they may not have any blank
spaces in their "answer sheet.” But
naturally they miss some of the
speaker’s answers so each speaker
ends their speech with "Any
questions?” Students raise their
hands and ask the speaker "What
do you always order?” or "How
much does it cost?”
Hot Seat
Divide the class in half. Ask one
member from each team to sit in
one of the two hot seats. Give a
Games with Cards
Card games are a wonderful tool
to use in the classroom as they
can make learning fun; however,
keep in mind that card-based
games carry a risk when teaching
learners from West Africa, a
significant number of Muslims
and members of a variety of
strict protestant Christian sects.
These groups regard card games
with suspicion (association with
gambling and alcohol) or as a sin
(idle time). Even if card games do
not actually cause offence, these
participants may have little to no
experience with card game rules.
Games with the
vocabulary words
written on one side
Karuta
Karuta is a Japanese card game.
The word "karuta” is from the
Portuguese word "carta." The
basic idea of any karuta game is to
be able to quickly determine which
card (out of an array of cards) is
required, and then to grab the
card before it is grabbed by an
opponent. Various types of cards
can be used to play karuta.
Ask students to spread the cards
with words in front of them. (Play
this game when you are reviewing
20 or more words.) Define the
word and see which student can
grab the card with the matching
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101
written word first. If no one has
found the word, start making
sentences with the word missing.
If your students enjoy friendly
competition within small groups,
each individual can compete to
see who has the most cards. In
larger classes, small subgroups can
compete to see which group can
grab and hold up the card fastest.
Group Quiz
Deal the deck of vocabulary cards
to a small group of three to six.
Students should not show anyone
the cards. Each student takes
turns giving the definition or a
fill-in-the-blank sentence of one
of their words. The classmate who
can guess the vocabulary item
first gets the point. The game
continues as each student gives
one definition in turn clockwise
until all of the vocabulary words
dealt out have been guessed. For
practice in reading and writing, ask
the students to guess the word
and then write or spell the word.
Sentence Shuffle
7. Student A checks for accuracy.
8. Students A and B trade cards
and then find a new partner.
9. Students repeat the process
with their new partner and
new card.
Pictionary
Pick out the words that can be
easily drawn.
Divide the class into two teams.
Each team has one member
who blindly chooses one of the
vocabulary cards.
This student then draws the word
that is on the card. (No symbols or
letters are allowed.)
The team that can guess the
vocabulary word first wins.
Charades
Follow the same steps as
Pictionary except that students act
out the meanings of words rather
than drawing the words.
1. Hand each class member
one card with one vocabulary
item on it.
Word cards and separate
definition cards
2. Students must stand up
and walk around the class.
Memory
3. Each student finds a partner.
4. Student A says a sentence
with the word on the
vocabulary card.
5. Student B listens to
the sentence and checks
for accuracy.
6. Student B says a sentence
with the word on the
vocabulary card.
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| Common Ground |
Place cards with the words
and separate cards with the
corresponding definitions face
down at random. Students take
turns turning over cards in an
attempt to match the word with
the definition. The student with the
most pairs wins.
Go Fish (best with 4-7 players)
Deal five cards to each player. The
player whose turn it is to play
asks another player for their cards
with a specific word or definition.
For example "John, do you have
‘torch’?" A player may only ask for
a card if he or she already holds
its pair. If the player does not
have the card, he says "go fish”
(or simply ‘fish’), and the asking
player draws the top card from the
pack. The turn then passes to the
player who was asked.
When one player has the word
and the matching definition, this
player has a pair. The pair of cards
are placed face up on the table.
The game ends when all words
are matched.
If the player whose turn it is has
no cards left in his/her hand, the
game is not over. He/she must
draw the top card from the pack
and the turn passes to the next
player in the rotation.
Workplace-specific vocabulary
In this section are terms and
dialogues based on a word list for
each week. Currently, the industries
covered are Food Processing, Food
Service, Hospitality and Tourism,
and Manufacturing.
Choose as many of the words
as you feel are necessary for the
week. If you choose to cover all
the words in the list, keep in
mind that it is best to break up
the words into smaller segments.
The word list/dialogue page can
be photocopied and given to the
learners as a sample word list,
and idiom dialogue is given for
pronunciation awareness practice.
WORKPLACE
V OCABULARY
What should I do
if I am teaching
vocabulary?
The following is a list of eight ways
for instructors to help learners
build their vocabulary.
1. Activate their prior
knowledge.
2. Define the words in
multiple contexts.
3. Help them understand the
structure of words (e.g.
prefixes, roots, and suffixes).
4. Teach them how to use a
dictionary and show them
the range of information
it provides.
5. Help learners build their own
dictionary (a class dictionary).
The Class Dictionary would
include five categories for
learners to organize new
vocabulary: people, places,
things, actions (verbs), and
how do I say that? (functional
language). They may choose
to organize their vocabulary
alphabetically or according to
theme. Provide time in each
lesson for the learners to add
to their personal dictionary.
6. Give them multiple exposures.
If a new word comes up,
try to use it as much as
possible in your conversations
with participants.
7. Focus on a small number
of important words. Ideally
the words should be
related, so that the depth
of concept development can
be increased. Be aware of
words that do not have an
equivalent in the learners’
language or words that have
a more complex meaning in
their language.
8. Play games.
Pronunciation practice
when introducing words
1. Say the word and ask the
learners to repeat it.
2. Repeat the word again and
ask the learners how many
syllables (parts, beats) are in
the word. Students repeat the
word again, making sure they
are pronouncing the proper
number of syllables.
3. Pronounce and repeat the
word a third time and ask
if any syllable is louder
than the others. Have the
learners pronounce and
repeat the word again,
ensuring they have stressed
the correct syllable.
4. Pronounce and repeat
the word a fourth time
for practice.
Many learners like it when they
practice the pronunciation of
previously learned words at the
beginning of each class in a quick
"say and repeat” drill. It provides a
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103
good opportunity for a cumulative review throughout
your classes.
You may find that your industry is not included in
the materials found here. To create your own word or
idiom list that is specific to your company or industry,
please do the following:
Step 1 - Conduct interviews/conversations with
supervisors and others located on the shop floor.
Ask what words are commonly used on the work
floor. Having a pen and paper as well as a type
of recording machine will be of great benefit during
this gathering period.
Step 2 - Go through workplace handouts, orientations,
posters and any other item filled with workplace
terms. Compile the list.
Step 3 - Make use of the company website as key
vocabulary terms are often embedded on the website.
Step 4 - Many industry sectors have compiled lists
of vocabulary needed for success at the worksite.
Once you have compiled the list of vocabulary terms
to be taught within the Common Ground course,
separate the terms into the different units. To remain
consistent with the vocabulary lists found in the four
industries provided, use the chart located below:
Module 1
Introduction
Module 2
One Syllable words
Module 3
Two syllable words with the stress
on the first syllable
Module 4
Two syllable words with stress
on the second syllable
Module 5
Three Syllable words
Module 6
Compound Words
Module 7
Compound Words
Module 8
Stop Consonants
Module 9
Stop Consonants
Module 10
Four or more syllables in the word
The dialogues given on the individual vocabulary
pages are for employee practice. The dialogues
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| Common Ground |
utilize vocabulary words from the module. Whenever
possible, use authentic workplace materials for
pronunciation clarity practice.
FOOD PROCESSING
Module Two
Vocabulary
Bin
Boots
Brew
Brooms
Brush
Burns
Clean
Costs
Dough
Full
Gas
Grease
Hose
Line
Loaf
Loose
Mix
Noise
Off
On
Plant
Proof
Pull
Push
Safe
Shine
Size
Square
Store
Switch
Team
Time
Tools
Train
Tray
Turn
Wash
Wide
Dialogue
Sheila:
Hi Elizabeth! Did you wash the team uniforms last night?
Elizabeth:
Hi Sheila! Yes, I did – but I had trouble removing the grease stains.
Sheila:
Oh. Did you mix the cleaning detergent into a paste and put it on the spots?
Elizabeth:
I tried that and I also used a brush. I don’t think the size of the stains changed.
Sheila:
Maybe the paste needed a little more time to work.
Elizabeth:
That seems likely. If that doesn’t help, I will turn them over to you to clean.
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Module Three
Vocabulary
Barrel
Bottom
Button
Colour
Daily
Dizzy
Empty
Entrance
Glasses
Goggles
Handles
Heavy
Living
Measure
Meeting
Memo
Minor
Narrow
Office
Open
Order
Oven
Package
Pressure
Produce
Ready
Schedule
Shovels
Signal
Special
Stable
Station
Storage
Surface
Training
Dialogue
Marcus:
How was your meeting at the main office?
Douglas:
It went well. Christy wants to schedule special training for everyone.
Marcus:
How often does she want to do this?
Douglas:
Daily to start with. She wants to make sure everyone knows how to lift a heavy package correctly.
Marcus:
What about the other safety measures?
Douglas:
Goggles, shovels and the eye wash station are also on the list.
Module Four
Vocabulary
Alive
Complaints
Inspect
Machine
Produce
Record
Remove
Repair
Return
Routine
Sustain
Dialogue
Christy:
Did we have any complaints about the new machine?
Michael:
We made sure to inspect it as soon as it was installed. No more complaints.
Christy:
That’s good. If we had to record one more complaint, we would have had to remove it.
Michael:
We can always return it to the salesman.
Christy:
No. Repair on the old one was too expensive.
Michael:
Well, if we can sustain our safety record, it will be well worth the new cost.
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| Common Ground |
Module Five
Vocabulary
Accident
Allergen
Benefits
Customer
Cylinder
Dehydrate
Department
Equipment
Flammable
Maintenance
Manager
Organize
Performance
Policy
Potatoes
Procedure
Production
Relevant
Sanitize
Serious
Specific
Standardize
Uniform
Dialogue
Chelsea:
Thank goodness you are here! We have had an accident at a customer’s loading dock.
Freida:
Did anyone tell a Department Manager?
Chelsea:
No. It isn’t serious. The maintenance crew accidentally dropped a cylinder.
Freida:
Did they follow standardized procedure?
Chelsea:
Yes, and they began to sanitize the area. The equipment is working properly.
Freida:
Make sure they clean their uniforms carefully. I am glad no one was seriously hurt.
Module Six
Vocabulary
Bread Crumbs
Conveyer Belt
Dust Pan
Ear Plugs
Fast-paced
First Aid
Forklift
Lead Hand
Locker Room
Metal Detector
New Hire
Office Staff
Oil Tank
Oven Baked
Oven Mitts
Pay Stub
Put Away
Relief Person
Rubber Gloves
Start Button
Start Up
Stop Button
Underdone
Washroom
Dialogue
Della:
Do you have your ear plugs?
Brendan:
Yes. The forklift operator gave me a pair this morning.
Della:
Don't forget to put away the dust pan and rubber gloves.
Brendan:
I won't forget. Did Christie drop off our pay stubs?
Della:
No, she must have forgotten. Maybe the office staff still has them.
Brendan:
I'll check with them after I’m finished in the locker room.
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Module Seven
Vocabulary
Beard Net
Cardboard
Eye Wash
Food Contact
Frontline Worker
Hair net
Hand Signal
Human Resources
Lunch Room
Noise Level
Pan Stacker
Plant Manager
Plant Nurse
Safety Glasses
Service Level
Shut Down
Shut Off
Spill Kit
Steam Valves
Turn On
Undercooked
Wash Bay
Work Zone
Dialogue
Christie:
Which way is the lunch room?
Jocelyn:
It’s down the hall and turn left after the steam valves.
Christie:
Great. Thanks for the directions. After I’ve had lunch I need to go to Human Resources.
Jocelyn:
OK. You must be the new worker. Have you met the plant manager yet?
Christie:
Not yet. Is he out in the work zone?
Jocelyn:
Yes. He’s outside in the wash bay. He always wears bright green safety glasses.
Module Eight
Vocabulary
Add
Bucket
Burnt
Check
Count
Height
Hot
Knob
Lid
Lift
Mop
Pallet
Product
Rack
Shift
Stack
Start
Swap
Target
Top
Twist
Weight
Dialogue
Philip:
How many buckets are there?
Duane:
Sixteen buckets and eight mops are listed on the shift count sheet. But, even if the equipment is
stacked, it is in a cabinet with no knob. How will anyone know what the equipment count is?
Philip:
OK. Did the last shift put everything away in the proper cupboard?
Duane:
Yes. But the knob on the cabinet came off.
Philip:
We need to report that to maintenance. We should start our product check.
Duane:
Sure. Did you want to swap pallets and start counting again?
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| Common Ground |
Module Nine
Vocabulary
Blind
Cold
Hygiene
Light
Meet
Meat
Paint
Painted
Rotate
Safety
Scoop
Sheet
Sort
Stable
Station
Tank
Vibrate
Waste
Dialogue
James:
Don’t forget to tell them to rotate the meat on the cold sheet.
Alexander:
I won’t forget. We need to make sure that the waste station is clearly repainted.
James:
You’re right. Should we replace the burnt out light?
Alexander:
No. We can report that for the maintenance crew to repair, but we need to sort out the scoops
and make sure they are cleaned.
James:
Sure. I think we need to make sure that the safety station is easy to get to as well.
Alexander:
OK. We should go soon. We need to meet with Christy about what we found here.
Module Ten
Vocabulary
Contaminate
Cross-contaminate
Dehydrated
Efficiency
Emergency
Ingredients
Measureable
Mechanical
Organism
Orientation
Responsibility
Sanitation
Stability
Superintendent
Supervision
Temperature
Dialogue
Andrew:
What’s the temperature inside there?
Emily:
It’s 43 degrees Celsius. It’s too low!
Andrew:
It must be a mechanical problem.
Emily:
Yes, but at that temperature the meat will be cross-contaminated with organisms.
Andrew:
You’re right. Sanitation is very important.
Emily:
I’m going to call Christy directly – this is an emergency. We need a superintendent here right away!
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FOOD SERVICE
Module Two
Vocabulary
Bake
Bar
Bill
Box
Cash
Change
Cheque
Clean
Cut
Deal
Drink
Fat
Floor
Glass
Grill
Grime
Juice
Key
Large
Mix
Mop
Pan
Plates
Pot
Safe
Small
Soup
Spills
Spoon
Stir
Tea
Tip
Wash
Dialogue
Sylvia:
Our special meal tonight includes spilt pea soup and a pan-grilled tenderloin cut,
cooked to perfection.
Doug:
Sounds good. I think I will get that. What can I get to drink?
Sylvia:
I can get you a small or large glass of anything you would like from the bar.
Doug
(After the meal): May I have the bill please?
Sylvia:
Absolutely! You can pay by cash, cheque, debit or credit card.
Doug:
Thank you very much for your service tonight.
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| Common Ground |
Module Three
Vocabulary
Basket
Beverage
Broiler
Butter
Carton
Coffee
Counter
Coupon
Dishes
Double
Entrée
Filter
Friendly
Handling
Jacket
Kitchen
Muffin
Offer
Order
Oven
Pitcher
Safety
Sandwich
Service
Single
Standards
Strainer
Sugar
Thawing
Triple
Dialogue
Judy:
Here is some butter to go with the basket of bread.
Elmer:
Thanks. Does the coupon cover a single, double or triple size?
Judy:
Let me take a look. The offer covers anything that you can buy at our counter or in the kitchen.
Elmer:
Excellent! Let me order a beverage while you’re here. Hmm… I’m thinking I want a coffee.
Judy:
Would you like milk or sugar with your coffee?
Elmer:
Sugar please. By the time you bring the coffee I should know what type of sandwich I want.
Module Four
Vocabulary
Café
Cashier
Receipt
Dialogue
Complaint
Dessert
Machine
Dialogue
Susan:
The website lists a different menu for this café!
Deanna:
I did not know that. If you would like, you can register a complaint with the manager.
She is the cashier today.
Susan:
I think I would like to.
Deanna:
Not a problem. When you get back, I’ll have a piece of our special dessert waiting for you
at your table.
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Module Five
Vocabulary
Alcohol
Allergy
Colander
Condiments
Container
Customer
Deposit
Manager
Medium
Promotion
Recycle
Signature
Surfaces
Temperature
Uniform
Utensils
Vegetables
Dialogue
Jaret:
What does your manager have as a promotion today?
Jason:
It’s one of our signature pieces. It is a mixed vegetables plate served with a breast of chicken.
Jaret:
Sounds good, but I have to watch out. I have an allergy to some foods.
Jason
(after the food is served): May I bring you any more utensils? Condiments?
Jaret:
No. I should be good.
Jason
(a few minutes later): Can I bring you anything else?
Jaret:
No thanks. I am almost finished in fact. It would be great if you could give me something to take
the leftovers home in.
Jason:
Excellent. I will be right back with your container.
Module Six
Vocabulary
Cash In
Cash Out
Headset
Soup Bowl
Take Out
Walk-in Fridge
Main Dish
Side Dish
Dialogue
Jake:
Do you have your headset on?
Robin:
I don’t yet. I was just taking some of the meat out of the walk-in fridge.
Jake:
After you do, I will need you at the till so we can do the next cash in and cash out.
Robin:
What is the main special for today?
Jake:
Today it is the soup bowl. We can do this as the main dish or as a side dish, which is part of the
meal deal. Be sure to promote it.
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Module Seven
Vocabulary
Baking Sheet
Cash Register
Cleaning Products
Cold
Beverages
Countertop
Credit Card
Cross-contamination
Debit Card
Dishwasher
Expiry Date
Food Poisoning
Frozen Food
Hand washing
Hot Beverages
Limited Time
Dialogue
Violet:
Do we have any cleaning products to clean the countertop?
Karen:
They are over by the dishwasher in the corner. While you are there, can you grab the bottle of
hand washing soap?
Violet:
Sure. Worried about cross-contamination?
Karen:
Well, I’ve been using the baking sheet this morning. I need to clean my hands.
Violet:
That reminds me… I was supposed to bring the frozen food out this morning.
Karen:
When you do, can you check the expiry date?
Module Eight
Vocabulary
Chop
Crust
Cup
Doughnut
Expired
Fork
Hobart
Lid
Milk
Mug
Pick up
Sink
Tub
Dialogue
Darcy:
Can I have a glazed doughnut please?
Erin:
Sure, no problem. Anything else I can get you?
Darcy:
A cup of coffee or a mug of milk. I can’t decide!
Erin:
Our coffee is freshly brewed.
Darcy:
I’ll take the coffee. Can I get a fork for the doughnut?
Erin:
Absolutely. Let me put a lid on your coffee as well.
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Module Nine
Vocabulary
Bagel
Code
Cream
Grate
Grease
Knife
Ladle
Menu
Reduce
Refund
Roll
Slice
Tray
Dialogue
Jamie:
Can I get a knife to slice the bagel? These are quite good.
Sarah:
Thank you for the compliment. We do make a tray of bagels and rolls every hour.
Jamie:
It is a great part of the menu. What happens to the food that you don’t sell?
Sarah:
We reduce the price and sell it as "day-old” the next day.
Module Ten
Vocabulary
Appetizer
Delivery
Sanitary
Vegetarian
Disinfectant
Preparation
Refrigerator
Dialogue
Tara:
I would like an appetizer while we wait for our friends to arrive.
Katlyn:
We have salsa and beef tortillas, wings, bacon perogies and shrimp spring rolls.
Tara:
Do you have anything that is vegetarian?
Katlyn:
I’m sure we do. Let me ask the chef in the back.
Tara:
I hope that isn’t a problem?
Katlyn:
Not a problem at all. I’m sure we can make something for you with a little preparation.
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HOSPITALITY & TOURISM
Module Two
Vocabulary
Bar
Cash
Bill
Bleach
Blinds
Breaks
Gym
Change
Chute
Fax
Guest
Sink
Inn
Mints
Pens
Sign
Tea
Spa
Starch
Suite
Tab
Tip
Twill
Warp
Dialogue
Guest:
Can I get change for a ten-dollar bill?
Employee:
Of course! You can exchange cash at our guest relations office. It is on the first floor …
look for the sign.
Guest:
If I want to order food for my suite, may I set up a tab?
Employee:
Absolutely! Order any food from the kitchen. If you would like coffee or tea, let me know. You
may also use the mini-bar in your bedroom.
Guest:
That is good to know. Are there mints on the pillow? Complimentary pens?
Employee:
We have it all! I hope your stay here at Today’s Inn is wonderful!
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Module Three
Vocabulary
Basic
Cable
Candy
Chocolate
Cleaners
Climbing
Coffee
Colours
Compost
Contract
Cookies
Craving
Curtains
Debit
Discount
Duvet
Flowers
Friendly
Hamper
Hiking
Kettle
Menu
Modern
Noisy
Parking
Powder
Quiet
Runner
Sauna
Scissors
Scrubbers
Slippers
Spacious
Toilet
Towels
Vacant
Vacuum
Valet
Vegan
Wireless
Dialogue
Thomas:
Hi! I was wondering if you have any rooms that are vacant and spacious.
Front Desk:
We certainly do. Can I have your first and last name please?
Thomas:
Of course. It’s Thomas Robinson.
Front Desk:
Will you be paying by debit or credit card?
Thomas:
By credit card. The name is spelled T-H-O-M-A-S R-O-B-I-N-S-O-N.
Front Desk:
Can I have your credit card details to reserve a room for you?
Thomas:
I’m paying with a VISA card. The number is 1111 2222 3333 4444.
Front Desk:
Okay, let me confirm that. The number was 1111 2222 3333 4444?
Thomas:
That’s correct. The expiry date is October 2010-10-10
Front Desk:
Excellent! Your room has been reserved for you. Your confirmation number is 987654. We look
forward to having you stay with us!
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Module Four
Vocabulary
Buffet
Cashier
Cologne
Receipt
Shampoo
Supplies
Items
Perfume
Dialogue
Milton:
Hello. How may I help you?
Karen:
I am having a problem with my room.
Milton:
What seems to be the problem?
Karen:
No one has cleaned it! It is exactly the same way as when I left it this
morning – a mess!
Milton:
I am glad you let me know! I do apologize for the inconvenience. I will send someone right away
to clean the room for you.
Karen:
Good. Thank you!
Module Five
Vocabulary
Adjoining
Attractions
Attitude
Beverage
Cantoning
Commission
Cosmetics
Deposit
Employee
Endurance
Flexible
Gondola
Guarantee
Halogens
Incentive
Jacuzzi
Kayaking
Kitchenette
Maintenance
Management
Polishers
Promotion
Protocol
Restaurant
Selection
Softeners
Telephone
Thermostat
Vacancy
Dialogue
Front Desk:
Good afternoon. Welcome to the Rest Easy Lodge. Do you have a reservation?
Bob:
Yes, I do. The reservation will be under the name Bob Stevens.
Front Desk:
One moment please while I take a look. Was that a double room for two nights?
Bob:
Yes.
Front Desk:
I will need you to sign the bottom of this page.
Bob:
OK. Is this the spot?
Front Desk:
It sure is. Thank you. Here is your room key. You will be staying in Room 213. That is upstairs
and to the left.
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Module Six
Vocabulary
Air Conditioner
Bath mat
Bathroom
Bedspread
Bedroom
Centrally Located
Childcare
Coat Hanger
Cost per use
Credit Card
Cross Country Skiing
Double Room
Family Room
Full Time
Hot Tub
Ice
Machine
Ironing Board
Key Card
Linen Cart
Non-reusable
Part Time
Pay per view
Pillowcase
Scuba Diving
Service Elevator
Single Room
Snack
Machine
Software
Sun Tan
Tea House
Terry Cloth
Toothpaste
Wash Cycle
Dialogue
Nicole:
What does the "$400 all inclusive package” mean?
James:
That means you only pay one price for everything.
Nicole:
Nice! So what is included in the price?
James:
The $400 package includes two nights accommodation at our bed and breakfast, all transportation
to and from the ski hill, the admission to the hill and two lift tickets!
Nicole:
Does bed and breakfast mean that one meal is covered?
James:
That is correct. That would be your breakfast with us every morning.
Nicole:
That is good to know. Are there any additional charges?
James:
The price is based on double occupancy in the room. There is an additional charge for anyone else
who may be staying in your room.
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Module Seven
Vocabulary
Aftershave
All purpose
Automat
Baggage Lockers
Bartender
Bath Gel
Bath Salts
Body Lotion
Bus Person
Coffee Maker
Denial Code
Door Hanger
Exchange Rate
Fitness Rate
Fixed Menu
Guest Room
Housekeeping
Internet Access
Mini-bank
Laundry Service
Mouthwash
Murphy Bed
On-premise
Paragliding
Rollaway Bed
Room Service
Shoe Horn
Shoe Mitt
Shower Cap
Snowboarding
Swimming Pool
Traveller’s Cheque
Mini-bar
Mountain Biking
Whitewater Rafting
Disabled Access
Work Order
Cash Bank (ATM/ABM)
Dialogue
Kevin:
Good evening, ma’am. How may I help you this evening?
Paula:
Thank you. There is a problem with my bill.
Kevin:
Can you tell me what is wrong exactly?
Paula:
Yes. I was charged for a pay-per-view movie that we did not order.
Kevin:
May I have a look? Yes… I see the problem. It was a mistake on our part.
Paula:
I thought something was wrong.
Kevin:
I do apologize. I will make a new bill for you right away.
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Module Eight
Vocabulary
Audit
Bath Soap
Bed and Breakfast
Checklist
Deodorant
Detergent
Front Desk
Hand Soap
Handbook
Master List
Mobile Rack
Personal Development
Report
Request
Resort Sewing Kit
Thread Count
Tufted
Dialogue
Jodie:
Thank you for phoning Chateau NorQuest. How may I help you?
Brad:
Hi. I’d like to make a reservation at your hotel.
Jodie:
For which days would you like a room?
Brad:
I am looking for the weekend of November 25th and 26th. Two nights – the Friday and Saturday.
Jodie:
Would you like a single or double room? Our double rooms are $99 a night, including tax.
Brad:
I’d like a double room.
Jodie:
All right. We have a double room for two nights reserved for the nights of Friday, November 25th,
and Saturday, November 26th. We look forward to having you stay with us!
Module Nine
Vocabulary
Cleaning
Corkscrew
Deep Cleaning
Department
Virus
Evening Team
Facial
Folding Table
Hotel
Mangle
Motel
Nail
Nose Pads
Orientation
Pay Scale
Postcards
Razor
Reusable
Rotational
Sealers
Shaving Cream
Soak
Team Supervisor
Uniforms
Dialogue
Darcy:
Hi. We are looking for a place to sightsee in the area. Do you have a recommendation?
Robin:
I would take a bus ride to South Peak. It is a wonderful place to spend the day.
Darcy:
Would I be able to buy souvenirs while I am there?
Robin:
There are plenty of gift shops in the area.
Darcy:
Is the food worth eating there?
Robin:
Definitely! The restaurant is well known for their bison burger. It’s very popular for lunch.
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Module Ten
Vocabulary
Amenities
Bacteria
Comfortable
Complimentary
Conditioner
Disinfection
Disposables
Dormitory
Elevator
Escalator
Inventory
Luxurious
Orientation
Photocopier
Professional
Requisition
Sanitation
Spectacular
Stationery
Ster-ilization
Television
Traditional
Dialogue
Irwin:
Is there a place to do my laundry?
Katelyn:
Yes, there is. The laundry can be done in the room beside the elevator on the first floor.
Irwin:
Do I have to buy the bleach somewhere else or can I buy it there?
Katelyn:
You may buy the bleach there. If you want to starch any of your shirts, please see Guest Services.
They can give you the correct change.
Irwin:
Thanks for the tip!
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MANUFACTURING
Module Two
Vocabulary
Bale
Belt
Blade
Bolt
Boot
Brakes
Case
Clip
Coil
Cord
Disc
Drill
Drive
Drum
Fork
Gas
Grain
Grounds
Hook
Jack
Kit
Lawn
Nut
Oil
Pack
Parts
Pin
Plough
Pouch
Shelf
Shop
Spout
Spring
Steel
Stock
Tip
Tool
Torch
Tub
Valve
Ware
Dialogue
Jake:
Are you working in the shop today?
Erin:
Yes, I’m going to be stocking shelves and putting away parts in the stockroom.
Jake:
That’s great! Which parts are you putting away?
Erin:
Drums, brakes, discs and some tools.
Jake:
OK. Can you also put away the new belts, blades and oil cans?
Erin:
Sure, no problem.
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Module Three
Vocabulary
Anchor
Baler
Bearings
Caddy
Canvas
Cargo
Cleaner
Cooler
Couplings
Dealer
Decal
Discharge
Duties
Engine
Finish
Fittings
Garden
Grinder
Handling
Harrow
Hopper
Lifter
Loosen
Luggage
Motor
Muffler
Plastic
Power
Pressure
Rollers
Safety
Scraper
Section
Seeder
Shipping
Sickle
Special
Sprayer
Storage
Swather
System
Tillage
Tractor
Washer
Dialogue
Katlyn:
So, what do I need to know about safety?
Doug:
Well, when you are working with the tractor, swather and baler you need to wear hearing
protection and don’t wear loose clothing.
Katlyn:
Anything else?
Doug:
Yes. If you need to check the motor, make sure the engine and power are completely off.
Katlyn:
When I’m finished with that equipment, I need to use the engine cleaner, right?
Doug:
Yes. Use the engine cleaner on the tractor’s motor. Use the pressure washer to clean all the
equipment including the seeder, sprayer and harrow.
Module Four
Vocabulary
Deluxe
Exhaust
Machine
Repair
Dialogue
Sylvia:
Did our shift leader bring the machine to us to repair?
Judy:
I don’t know. I was working on another task this morning. Would you like to see if he brought it to
us?
Sylvia:
That would be wonderful! I know the machine is a deluxe model.
Judy:
I think I know which one you are talking about. I believe it is the one with the exhaust problem.
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Module Five
Vocabulary
Abrasive
Adapter
Additive
Assembly
Canola
Carrier
Container
Cylinder
Equipment
Fastener
Flexible
Galvanized
Harvester
Maintenance
Manual
Packaging
Retrofit
Supplier
Tightener
Transmission
Umbrella
Dialogue
Elmer:
So, does your car have a manual transmission?
Jaret:
It does. It’s a really nice sports car. It uses special oil and gas with high performance additives.
Elmer:
Wow! Maintenance must be expensive.
Jaret:
Not really, because I know a supplier who gives me a discount on car products and equipment.
Elmer:
Really?
Jaret:
Yes, he’s really flexible on his prices. I got a deal on a great adapter kit for it already.
Module Six
Vocabulary
Downspout
Flush Face
Forklift
Hardware
Spark plug
Stainless Steel
Warehouse
Wholesale
Skid Shoe
Dialogue
Robin:
Hey Jamie, did you and Philip install the downspout on the warehouse?
Jamie:
Yes we did, but the stainless steel hardware gave us some problems.
Robin:
You guys did a really great job. What about the maintenance on the forklift? Did the spark plugs
get changed?
Jamie:
Not yet, but they’re next on my list.
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Module Seven
Vocabulary
Air Compressor
Anti-freeze
Conversion Kit
Heavy Gauge
In Stock
Out of Stock
Overhaul
Snowmobile
Trailer Hitch
Dialogue
Violet:
Excuse me?
Sarah:
Yes?
Violet:
I need to get some anti-freeze for my snowmobile.
Sarah:
Oh, I’m sorry. Our anti-freeze is currently out of stock.
Violet:
That’s too bad. Well, I also need an air compressor. Do you have those?
Sarah:
Oh yes, they are in stock. Just go down aisle four.
Module Eight
Vocabulary
Band
Cap
Drag
Equipment
Fit
Gasket
Guard
Hub
Link
Mount
Pickup
Product
Rebuild
Replacement
Rivet
Scent
Snapped
Specialized
Strap
Tank
Tarp
Dialogue
Karen:
Can you pick up that replacement gasket I ordered?
Darcy:
Sure. What was the product number?
Karen:
Um….BC4562.
Darcy:
OK. Do we need any other equipment?
Karen:
Well, I accidently snapped that one strap, so we need a new one to hold
down the tarps.
Darcy:
OK, I’ll get a new strap too.
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Module Nine
Vocabulary
Broken
Chain
Code
Comb
Failure
Field
Fuel
Grease
Hay
Hose
Light
Plate
Rake
Reel
Rescue
Roll
Seal
Strainer
Tape
Teeth
Tube
Wheel
Wire
Dialogue
Tara:
Can you tell me the code number for the broken tube in the corner?
Susan:
Do you mean the tube over there beside the chain and garden hose?
Tara:
That would be the one. Oh no! It looks like the previous crew failed to remove the grease from the
reel they were using.
Susan:
I’ll grab some materials and we will clean it up.
Module Ten
Vocabulary
Accessories
Adjustable
Agricultural
Carburetor
Conditioner
Distributor
Electrical
Evaporator
Fertilizer
Lubrication
Mechanical
Polyethylene
Radiator
Recreational
Refrigerants
Reliable
Universal
Utility
Dialogue
Jodie:
Excuse me, do you have a universal radiator for my recreational vehicle?
Brad:
No we do not. But we do have a reliable distributor who can get that part to us right away. Right
now we only have agricultural accessories on site.
Jodie:
Well, I will pick up some fertilizer and lubricant for the upcoming season while I am here. Can you
look into getting that part for me?
Brad:
Of course. Let’s fill out the forms right now.
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Idioms
An Accident Waiting to Happen
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Idioms
Racing Against the Clock
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Idioms
Time is Money
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Idioms
Fuel to the Fire
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Idioms
Play Safe
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Idioms
Out on a Limb
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Idioms
Pick up the Pace
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Idioms
Rushed Off Our Feet
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Idioms
Playing with Fire
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GLOSSARY
Activity A single planned classroom undertaking directly related to language teaching and learning. Each has its
own objectives, content, working procedure and criteria for success. An activity can be communicative and
can be focused on form and accuracy (skill-building) or function and fluency (skill-using).
Assessment A systematic approach for collecting information on student learning or performance usually based
on various sources of evidence.
Authentic materials Physical items that learners receive outside of the workshop (such as manuals, standard
operating procedures [SOPs], or pay stubs) that are used for instructional purposes in the workshop.
CALC Community Adult Learning Councils
Checklist A list to identify characteristics or behaviours that are present or not present; usually scored
as yes/no ratings.
CLB Canadian Language Benchmarks
Course A series of learning modules and/or units; fits within a given time frame in a specific program with a
defined group of learners.
Cross-cultural understanding The basic ability of people within business to recognize, interpret, and react
correctly to people, incidents or situations that are open to misunderstanding due to cultural differences.
Culture of the workplace Behaviour, values, and codes that workers use to govern job performance,
appearance, and interaction with others at work. This includes both formal (e.g., written policies) and
informal (e.g., rumours) actions.
Curriculum A generic framework on which courses for specific groups of learners can be based;
no specified time frame.
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ESL English as a Second Language
Evaluation Interpretation of assessment data regarding the quality, value or worth of some response, product,
or performance. Evaluations are usually based on multiple sources of information.
EWP English in the Workplace
Goals Broad general statements that describe the overall purpose of a module, course or program.
Idiom An expression (group of words) that describes a situation using a metaphor or similar non-literal use of
language. Idioms are common expressions that are known by native speakers but are not necessarily found
in a dictionary.
Immigrant An individual who is legally entitled to enter and remain permanently in Canada, and who therefore
may meet the requirements to apply for Canadian citizenship. The term does not apply to a temporary
foreign worker.
Intercultural communication Interactive, successful communication between or among cultures.
Intonation The rise and fall of pitch in the voice; the change of speech rhythm. Intonation is used to carry
information over and above that which is expressed by the words in a sentence.
Language learning strategies Strategies that are employed to assist in the acquisition of a second language.
Language learning task A task that is a practical application and demonstration of language abilities in a
structured unit of communication; includes particular content of language data, purpose, and procedures to
be carried out; also includes the language data, objectives, and defined successful completion outcomes.
Learner-centered A program or course that structures all activities around the needs and goals of the learners.
Learning log A form of self-assessment in which learners write journal entries summarizing what they have
learned or commenting on the strategies they used that were successful in aiding their learning.
Lesson A sequence of tasks and activities planned to enable learners to experience and practice specific
aspects of English and to gain understanding of specific content. Activities are usually related by a theme
and are to be completed in a set unit of time.
Needs assessment A needs assessment is conducted before the lesson plans are developed. It is imperative in
Adult ESL that the learners voice their needs for learning the language. Many people identify specific needs
and the teacher then plans the classes around those needs.
Performance assessment Assessment tasks that require learners to construct a response, create a product, or
demonstrate applications of knowledge.
Portfolio A collection of student work showing student reflection and progress or achievement over time in one
or more parts of the curriculum.
Realia Actual, physical materials that are not made specifically for ESL learners. Examples: library card
forms, prescription labels, school notices, hydro bills, telephone books, flyers, catalogues, recipes,
and traffic signs.
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Real-world learning tasks Tasks that require learners to approximate in class the sorts of behaviours required
outside the classroom.
Role play A popular technique used to simulate [originally “stimulate”?] real-world communication in which
specific situations are acted out.
Rubric A measurement scale (marking guide) used to evaluate a learner’s performance; includes a list of criteria
at each score point for a particular outcome.
Self-assessment Appraisal by a learner of his or her own work or learning process.
Small talk The pleasant, inconsequential verbal exchange that Canadians engage in during casual encounters
with others such as at bus stops, in lineups and when meeting new people. Topics are not personal and are
often about weather and news. There are unwritten rules about taboo subjects such as income level.
Stakeholder Any one person or group of people with an interest in, or who will be affected by,
a particular enterprise.
Stress The pronunciation of a word or syllable with more force than in the surrounding words or syllables.
Survival English The basic English needed to obtain goods and services for day-to-day living such as buying
food, taking a bus, getting medical attention, etc.
Text A piece of spoken or written language. It may be only one word in length, such as a sign that reads,
DANGER! or it may be a lengthy piece of extended discourse.
Think-aloud Learners describe aloud the thinking processes they are using in reading or in problem solving.
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O UR RECOMMENDED INTERCULTURAL
READING LIST
Adler, N. (2002). International Dimensions of Organizational Behavior (4th ed). Thompson South-Western.
Barna, R. (1998). Stumbling Blocks in Intercultural Communication. In M. Bennett (Ed.), Basic Concepts of
Intercultural Communication. Intercultural Press.
Gardenswartz, L. and Rowe A. (1998). Managing Diversity: A Complete Desk Reference and Planning Guide.
Revised Edition. McGraw Hill.
Gudykunst, W.B. (Ed.) (2003).Cross-Cultural and Intercultural Communication. Sage Publications.
Hall, E. T. (1959). The Silent Language. Anchor Books Doubleday.
Hall, E. T. (1966). The Hidden Dimension. Anchor Books Doubleday.
Hall, E. T. (1976). Beyond Culture. Anchor Books Doubleday.
Hammond, S. (2004). Managing Human Rights at Work: 101 practical tips to prevent human rights disasters
Harassment Solutions Inc. Vancouver.
Hofner Saphiere, D., Kapler Mikk, B. and Ibrahim Devries, B. (2005). Communication Highwire: Leveraging the
Power of Diverse Communication Styles. Intercultural Press.
Hofstede G. and Hofstede G.J. (2005). Cultures and Organizations: Software of the Mind. McGraw Hill.
Landis, D., Bennet, J.M. and Bennet, M.J. (Ed.) (2004). Handbook of Intercultural Training (3rd ed.).
Sage Publications, Inc.
Laroche, L. (2003). Managing Cultural Diversity in Technical Professions, Butterworth- Heinemann.
Laroche, L. and Rutherford, D. (2007). Recruiting, Retaining and Promoting Culturally Different Employees.
Butterworth-Heinemann.
Mulder, M and Korenic, B. (2005). Portraits of Immigrants and Ethnic Minorities in Canada: Regional
Comparisons. Prairie Center of Excellence for Research on Immigration and Integration.
Pedersen, P. (2004). 101 Experiences for Multicultural Learning. American Psychological Association.
Samovar, L.A. and Porter R.E. (1997). Intercultural Communication: A Reader (8th ed.) Wadsworth Thompson.
Storti, C. (1994). Cross-Cultural Dialogues 74 Brief Encounters with Cultural Difference. Intercultural Press Inc.
Storti, C. (1999). Figuring Foreigners Out: A Practical Guide. Intercultural Press Inc.
Ting Toomey, S. (1998). Communicating Across Cultures. Guilford Press.
Triandis, H.C. (1994). Individualism and Collectivism: Theory, method and applications. Sage Publications.
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